Assessment at OMS

 
Montessori educators view assessment as an ongoing, natural part of everyday classroom activity. Montessori called the process “scientific pedagogy”: observing the student and preparing the best environmental conditions for that student’s full development. It is the process of gathering information about a student for the purpose of assisting the student in his or her development. We do not focus exclusively on academic skills or intellectual development because we believe:  

Therefore we choose the academic assessment tools we use carefully and thoughtfully considering both Montessori pedagogy and current research.
 

Academic Assessment Tools used at OMS

  1. Observation
  1. The ‘Three Period’ Lesson
  1. Self and peer reflection or assessment
  2. Rubrics – itemized descriptions of what is expected in a piece of work (e1 and e2 level)
  3. Work samples, portfolios (collections of work)
  4. Student journals and regular, individual student/teacher meetings
  5. Student/Parent/Teacher Conferences (Upper Elementary), Parent/Teacher Conferences (Casa, Lower Elementary), and other parent communications 
  6. Classroom tests: small quizzes in Elementary- spelling, French as a Second Language; at The Element – knowledge and skill based tests
  7. Norm Referenced, Standardized Test of Achievement, CAT 4 (Canadian Achievement Tests, 4thEdition) for Grades 2 and older, given in October
  8.  

    Norm Referenced, Standardized Tests (The CAT Test)

    We use the Canadian Achievement Test (CAT4) because it:

    We administer the CAT4 annually at the end of October beginning in second year of Lower Elementary (Grade2). The CAT4 takes the students about 4 hours which we spread over 3 days. We send the students’ answers off to be scored and we receive results about students’ basic math and language skills.

    We share the results of the CAT4 test with our families at the November Conferences as a small part of our review of a student’s progress. We use the results as a tool to help inform our work with the student for the remainder of the year.
     

    Summary:

    The majority of assessment of a student’s academic progress is done on a daily basis through a wide variety of observations and through discussion with the student. Testing is a very small part of the academic assessment. Using a wide range of assessment techniques allows for an overview of the student as a whole person, rather than simply focusing on the academics in isolation.