Assessment

Credit in Courses:

• Documentation of learning
• Mastery of competencies
• Rubrics
• In every class, formative and summative

Types of Documentation:

• Various types of portfolios: mastery, developmental, working, of possibilities, reading portfolio.
• Oral forms: presentation, Gathering, dramatizations, skits, monologues, scenarios, interviews, panel presentation.
• Written forms: research paper, report, composition, poem, dramatization, plan, action plan, written statement, précis.
• Combined oral & written: project, demonstration, videotape, multimedia, critique/defense, project design, review of performance, self-assessment, reflection, reading, listening, or speaking demonstrations of a language.
• Other: finished art piece (visual, dramatic, musical), sketchbook, journal, test results, others’ assessment of performance or work habits or attitudes, evidence of skills in other work (checklist), letters/notes from adults or peers verifying learning, exemplary record of something over time, use of a planner or organizational device, sign-off sheet, calendar record, physical demonstration of skills, performance scores over time, etc.

Presentations of Learning (POL’s):

Three times a year, at the end of every trimester, all students at Eagle Rock give Presentations of Learning (POLs). These are not about getting credit in courses; students either have or have not documented learning to a level of mastery in their courses. POLs are an overarching tool for students, allowing them to pause in learning, reflect, synthesize, and analyze. They consider both personal and academic growth, link their learning to past learning, and project future learning goals.

In front of a panel of people from outside Eagle Rock, they make a case that they have learned. They have already sent their panelists packets to introduce themselves. It consists of a cover letter; an autobiography; a resume; a list of learning experiences, service projects, books read, and ambassador activities (such as helping to make a presentation at a conference); a personal growth reflection called "I Used to Be … But Now I Am"; and a statement of their individual, evolving personal moral and ethical code.

For fifteen minutes, students present themselves as learners to this panel and an audience composed of their peers, staff, family, and friends. First the panel, then the audience ask questions of the student, forcing extemporaneous thinking and response. It's a good learning experience as well as an accountability tool for the whole school.

The end-of-trimester POLs are not the only presentations students make; they learn how to make presentations when they first come to Eagle Rock. As the "running record" of videotapes of the POLs makes clear, students keep getting better at presenting themselves. And graduate POLs, a one-hour presentation, are unsurpassed!

• Overarching: reflection, synthesis, analysis
• Not about credit in classes
• Academic & personal growth
• Once each trimester (every 14 weeks)
• Developmental (running record) – used for goal setting
• Students make a case that they have learned; present themselves as learners.