IV. Assessing Student Performance

"Mere critical thinking, without creative and intuitive insights,

without the search for new patterns,

is sterile and doomed.

To solve complex problems in changing circumstances

requires the activity of both cerebral hemispheres;

the path to the future lies through the corpus callosum."

-Carl Sagan

Overview of Assessment Framework

A well-designed assessment program is essential in determining effectiveness of instruction and appropriate progress toward student achievement of standards. In keeping with our educational mission, our assessments must be designed hand-in-hand with curriculum. Many styles of assessment will be used to determine growth. As curriculum is fine-tuned, additional assessments will be designed or selected to align with instruction and will be refined with regard to the individual student's needs.

The Volcano School will draw from three sources for student assessment:

- The Hawaii Assessment Program

- Longitudinal testing (pre-tests, post-tests and long-term tracking)

- Teacher devised authentic assessment

HAP

Assessment of student performance at the Volcano School will include the use of the new Hawaii Content and Performance Standards (HCPS-II) assessment and the Hawaii Assessment Program (HAP), as required of other public schools.

Longitudinal Testing

Longitudinal testing is a primary tool for assessing student progress. These tests may include pre-tests, post-tests, and tests of the same students in subsequent years. Student learning can best be measured by assessing the same students as they enter a grade level and again as they exit the grade.

Example: The Split and Switch pre-test/post-test model:

In this model as described by James W. Popham, a teacher selects two test forms of approximately equal difficulty. For example, these might consist of two thirty-item multiple choice tests or two other similar performance test tasks, depending on appropriateness to instructional material. One half of the class takes test #1 prior to the instructional period, and the other half of the class takes test #2. After instruction, the tests are switched so that those who took # 1 now take #2, and those who took #2 now take #1. All tests are then scored without knowledge of pre-test or post-test status. After scoring, the average performance of the tests completed before instruction can be compared with the average performance of the tests completed after instruction and growth can be ascertained.

This method can be used to measure individual student growth as well as gains made by the entire class as a result of teacher effectiveness.

In addition to pre and post testing, specific benchmark performances in content areas and grade/skill level standards will be assessed throughout the year. These benchmarks will align with state HCPS-II standards.

Teacher Devised Authentic Assessments

Personal student learning plans for each student will be maintained to make certain that requisite concepts and skills are attained as each student progresses through multi-age modules. Student portfolios will be used as a tool for authentic assessment.

Elements of portfolios may include product and work samples such as:

- Journals

- Writing samples

- Assessment of oral presentations

- Picture interpretation

- Teacher observation/checklists

- Student demonstrations and discussions

- Informational surveys, questionnaires/inventories

- Self-evaluations

- Game activities

- Teacher prepared tests

- Drawings/Photography/Artwork

- Torrance Tests of Creative Thinking

- Student interviews

- Standardized test information

I OVERVIEW	II EDUCATIONAL FRAMEWORK	III CURRICULUM AND INSTRUCTION
IV ASSESSING STUDENT PERFORMANCE	V ACCOUNTABILITY	VII GOVERNANCE
VIII ADMINISTRATIVE FRAMEWORK	IX PLAN FOR IDENTIFYING AND SELECTING STUDENTS	X FACILITIES
XI CONCLUSION	XII BIBLIOGRAPHY	HOME PAGE

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