← Chapter 4: Self-Study Analysis - Category B3
(Chapter IV: Self-Study Findings)
CATEGORY B: CURRICULUM, INSTRUCTION, AND ASSESSMENT
B3. How Assessment is Used Criterion
Indicators with Prompts
Appropriate Assessment Strategies
B3.1 Indicator: The teachers regularly use appropriate assessment strategies to measure student progress toward acquiring understanding of a specific body of knowledge or skills, such as critical thinking and communication skills; examples of assessment strategies include essays, portfolios, individual or group projects, tests, etc.
B3.1 Prompt: To what extent do teachers use appropriate assessment strategies to measure student progress toward acquiring a specific body of knowledge or skills based? Evaluate the selection of and the use of proctors, the security systems for test documents, and the means to maintain the integrity of the assessments.
| Findings | Evidence |
|---|---|
| IOWA Assessments are used to measure student progress toward acquiring understanding of a specific body of knowledge or skills in English, Math, science and social studies. Strengths and weaknesses are identified. During the Iowa testing, teachers will be assigned to take over classes. |
IOWA Assessments |
| Formative Assessments- Tests after chapters Do not use proctors to administer regular tests. Teachers administer their own tests. Security system for test documents relies on teachers and their own discernment. |
Teacher’s tests Conversation with teachers |
| Summative Assessments- Exams | Teacher’s exams |
| PILNA the Pacific Islands Literacy and Numeracy Assessments are given to 5th and 7th grade every two years. They are used to measure growth in acquiring understanding of math and English. Results for 2018 will be available in October 2019. | PILNA results |
| Quizzes | Examples of quizzes |
| Mid quarter reports | Mid-Quarter Progress Report |
| Quarterly Report cards measure academic growth, behavior and effort for each subject as well as evaluating integrity, responsibility, respect and concern for others | Report Cards |
Basis for Determination of Performance Levels
B3.2 Indicator: The school staff has determined the basis upon which students’ grades and their growth and performance levels are determined and uses that information to strengthen high achievement of all students.
B3.2 Prompt: Evaluate the impact and effectiveness of the basis for which students’ grades, their growth, and performance levels are determined.
| Findings | Evidence |
|---|---|
| -The basis for students’ report card grades: 30% of the average for all classwork, homework, quizzes, groupwork, projects. 70% of average of all tests. These two numbers are added and then the 85% of the sum is added to 15% of the grades of the Exams. 85% of Classroom Activities + 15% of Exams= Final Average |
Report cards |
| -Checklist for Mid quarter Progress Report, effective to the extent that students and their parents are aware of their performances. If they are not satisfied, they have the option to speak with the teacher. | Mid-quarter Progress Report |
Achievements:
- Participating and placing in
- National Spelling Bee Championship
- Stem Science Fair
- National Drawing Contest
- PICRC Arts and Tide Calendar art competition Extra-curricular and sports competitions
- Placed second in Palau in a First Aid/CPR competition
- Teachers’ use of multiple teaching strategies and multiple assessments as teaching tools
Areas for Improvement:
- A process needs to be developed for teachers to evaluate their own teaching
- Library resources need to be upgraded
- Maris Stella needs to invest in i-Classroom and e-Tablets to better prepare our students for the future, and to better deliver educational programs
Demonstration of Student Achievement
B3.3 Indicator: A range of examples of student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes, including those with special needs.
B3.3 Prompt: Examine and evaluate how student work and other assessments demonstrate student achievement of the academic standards and the schoolwide learner outcomes.
| Findings | Evidence |
|---|---|
| Teacher’s record show range of students’ work and other assessments. | Teachers record book |
Correlation
B3.4 Indicator: The teachers correlate assessment to schoolwide learner outcomes, academic standards, course competencies, and instructional approaches used.
B3.4 Prompt: Comment on the correlation of assessment of schoolwide learner outcomes, academic standards, course competencies, and instructional approaches used.
| Findings | Evidence |
|---|---|
| Teachers discussed the correlation of schoolwide learner outcomes to academic standards, course competencies and instructional approaches and found that they complement each other. | ESLR results |
| The handbook policy also shows a correlation between schoolwide learner outcomes academic standards and course competencies in its description of grading policies and behavior and effort expectations. | Handbook |
Modifications/Decisions based on Assessment Data
B3.5 Indicator: Assessment data is collected and analyzed and used to make changes and decisions about curriculum, instruction, professional development activities and resource allocation. Teachers modify and revise the curriculum and instruction as a result of student assessment, both collectively and individually.
B3.5 Prompt: Evaluate the effectiveness of how assessment data is collected, analyzed, and used to make changes and decisions about curriculum, instruction, professional development activities, and resource allocation.
| Findings | Evidence |
|---|---|
| SAT 10, IOWA Assessments PILNA |
Results from SAT 10, Iowa Assessments and PILNA at different grade levels and years of assessments |
| Quarterly report cards | Report cards |
Student Feedback
Indicator: Student feedback is an important part of monitoring student progress over time based on the schoolwide learner outcomes and the curricular objectives.
Prompt: To what extent is student feedback an important part of monitoring student progress over time based on the schoolwide learner outcomes and the curricular standards?
| Findings | Evidence |
|---|---|
| Students are given evaluation form for teachers. | Teacher evaluation sheets |
Teacher Monitoring
B3.7 Indicator: Teachers monitor student progress over time and use student feedback as appropriate to determine whether course objectives and standards have been met.
B3.7 Prompt: Evaluate the effectiveness of the teacher monitoring process over time and the use of student feedback as appropriate to determine whether academic standards have been met.
| Findings | Evidence |
|---|---|
| Mid quarter Progress Reports are effective ways to observe progress in children. It gives the teacher time to look at students’ current standing and discern difficulties and contemplate strategies. | Mid-Quarter Progress Report |
| Report cards are sent out quarterly. Teachers use this to monitor students’ current standing after three months. | Report Cards |
| The Star of the Sea Award requires a majority of teachers to approve an 8th grade student being considered for this award. Teachers look over the students’ growth throughout his or her nine years at the school. Teachers who taught the student from K-8th grade view permanent records and talk about the students’ progress. | Star of the Sea Award |
| Permanent Records on file | Permanent Records |
Achievements:
- Workshops made available by Ministry of Education or others to address issues of teachers and students
- MSS students do well on national and regional assessments
- Students have opportunities to develop more than just academically
- Teachers have received training on different assessment tools and how to use appropriate assessment as teaching/learning tools
Areas for Improvement:
- Improve academic programs tailored to our Palauan situation and context