Report Cards and Progress Reports
The Sterling school year is divided into four marking periods known as Quarters. Using the Blackbaud system, Progress Reports must be sent home in the middle of each marking period. Report Cards are to be issued at the end of each marking period, which is approximately nine weeks. Parent/Teacher conferences are scheduled twice a year. Parents are invited to contact the classroom teachers regarding any questions or concerns about their student's performance.
Standardized testing happens every fall and is used to gauge how our students are performing compared to other students in their country. It is based on grade-level curriculum, which means, for example, that 7th graders tested in the fall, or start of 7th grade, are tested on what they should have learned by the end of grade 6.
Twelfth grade students are expected to sit a college entrance examination in the early winter
Common Assessment Portfolio Assignments (CAPAs)
The CAPA, or 4x4 Assessment is a form of criterion-referenced assessment and evaluation. This means that teachers assess and evaluate student work with reference to established criteria for four levels of achievement that are standard across Sterling, rather than by comparison with work done by other students, or through the ranking of student performance, or with reference to performance standards developed by individual teachers for their own classrooms. Starting in 2015-2016 this program will include grades 3 through 12.
Criterion-referenced assessments and evaluations ensure that the assessment and evaluation of student learning in schools across Sterling are based on the application of the same set of well-defined performance standards. The goal of using a criterion-based approach is to make the assessment and evaluation of student achievement as fair, reliable, and transparent as possible. Having a consistent method of assessment and evaluation allows students to accurately track their own progress and understand fully if they are meeting the standards Sterling expects of them. CAPAs enable teachers to make judgments about student work based on clear performance standards and on a body of evidence collected over time. Using rubrics that contain the four assessment categories and four achievement levels, students will be consistently assessed.
The achievement chart for each subject area and discipline is designed to:
- provide a common framework that encompasses all curriculum expectations for all grades and all subjects/disciplines;
- guide the development of assessment tasks and tools (including rubrics);
- help teachers to plan instruction for learning;
- assist teachers in providing meaningful feedback to students;
- provide a variety of aspects (e.g., use of thinking skills, ability to apply knowledge) on which to assess and evaluate student learning
There are four categories of assessment that are common to both the elementary and secondary panels and to all subject areas and disciplines. The categories represent four broad areas of assessment within which the expectations for any given subject/course can be organized. They should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. The categories help teachers to focus not only on students’ acquisition of knowledge but also on their development of the skills of thinking, communication, and application.
The four categories of Assessment are:
- Knowledge and Understanding: Subject‐specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding)
- Thinking and Inquiry: The use of critical and creative thinking skills and/or processes
- Communication: The conveying of meaning through various forms
- Application: The use of assessment to make connections within and between various contexts.
The achievement chart also identifies four levels of achievement, defined as follows:
|Level 4||identifies achievement that surpasses the Sterling standard. The student demonstrates the specified assessment with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.|
|Level 2||represents achievement that approaches the Sterling standard. The student demonstrates the specified assessment with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.|
|Level 3||represents the Sterling standard for achievement. The student demonstrates the specified assessment with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses.|
|Level 1||represents achievement that falls much below the Sterling standard. The student demonstrates the specified assessment with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.|
|Below Level 1||represents achievement that indicates the student does not comprehend the Sterling standard. If a student consistently falls below level 1, a student intervention plan, implemented by the Learning Support Coordinator and the classroom teacher should be put in place.|
Grade 11 and 12 Exhibitions
All students in Grades 11 and 12 will participate in on-going performance based assessments, which will prepare them for an exhibition project emphasizing applied learning. The exhibition is in accordance with the Learning to Learn philosophy as supported by Sterling and OneSchool.
Grade 11 Exhibition: The purpose is to have students complete a project that allows them flexibility to demonstrate and apply their knowledge learned in their Social Studies course while providing an opportunity to exhibit personal growth. Students will be given a semester to develop a driving question relating to their Social Studies course, and to research and defend a thesis to a panel of Social Studies teachers.
Grade 12 Exhibtion: The purpose is to have students complete a project that allows them flexibility to demonstrate and apply their knowledge in various avenues of personal interest while providing an opportunity to exhibit personal growth. Additionally, the exhibition is part of the graduation requirement to show evidence of self-directed learning as dictated by the OneSchool Educational Standards. Students will be given a year to develop a driving question, research and defend a thesis to a panel of professionals.
During the last week of school, students will be expected to discuss their findings and present their final products.
Documents & Downloads
LC 4 CAPA Presentation (88014 KB)