As we near the end of the third checkpoint, we decided to ask some students what they think of learning under this new proficiency system. We value their insight into how this system is working for them and are gratified to hear that they appreciate the opportunity to practice skills and receive feedback several times before the summative assessments. We will use their comments about the timing of summative assessments to evaluate other options for the future. Check out what the students have to say here.
Additional context and definitions
Tenth grade students are in their second year of proficiency-based learning and have been joined by 9th graders this year. Under this system, students work on skills for Anchor Standards (such as Reading, Writing, Language, Speaking/Listening for English class) completing practice work called formative assessments and receiving feedback on how to improve prior to completing the larger summative assessments.
The assessments are scored as follows:
1= beginning work on the standard
2= approaching the standard
3= proficient on the standard
4= distinguished on the standard
Students are given checklists and rubrics on assignments that tell them what needs to be demonstrated to reach these levels and only the summative scores are placed on report cards. A teacher will use summative Anchor Standard scores, along with their professional judgment about student achievement and growth over time, to determine the end of year assessment.