We've spent considerable time thinking about how to assess in the 2020-2021 academic year. Here are the things that we want you to hear up front.
Assessment will take place in formal ways (papers, projects, quizzes, tests, quests, and the like) and informal ways (feedback on work projects, breakout group sessions, one-on-one sessions with faculty).
Expect us to use progress pages a little bit differently than we have historically. Some teachers will utilize the comments feature within progress pages; others will send more formal comments through the comments channel. Additionally, progress pages will be open from the first day of school. We're going to talk with you at our grade-level orientations about why this is the case and how to use those progress pages appropriately.
We'll spend the early part of the year in each class talking about assessment. We'll also talk about learning goals for the year in our first conference. We'll prepare this through advisory as well. (Pro tip: learning goals focus on skills and your ongoing development and not about grades themselves. Of course there could be a relationship, but not always.)
Expect projects, presentations, and group work as well. You'll see that some courses have moved to using more rubrics to give feedback around your growth as well. We're all a bit more comfortable with virtual collaboration after the spring -- expect to see this throughout the year.
Academic Integrity will, as always, be essential to our learning. Faculty will make explicit when collaboration is appropriate on your work. There are so many times in which learning is better together. There are also times in which it's helpful to see exactly how you are progressing on your own.
Additionally, you'll recognize these five tenets from our spring remote learning program. Though they've been modified for the start of the year slightly, the sentiment remains true.
Growth: As always, we’re going to hold you to high standards. Academic challenge matters in this environment just as it does when we’re physically on Edgehill. We’ll be looking for evidence of your continued growth and learning. We’ll also be asking you to reflect on both your own learning and commitment to learning. Specifically, if you feel like you're not being challenged enough, it's incumbent upon you to let us know -- we can provide additional challenge.
Engagement: Spending time connecting with your teachers and classmates in a good-faith way. When you are present in a remote way, be present. Cameras are on. Classes will be conducted from an upright position at a desk, table, or another space that doesn't happen to be a bed. Minimize distractions. Use your devices for class-based reasons. Community standards around your conduct will still be upheld.
Contribution: Your remote presence helps the class advance its shared understanding and learning. Think about how you can contribute to your peers’ learning. We’ll be looking to you to help give life to our remote environment.
Completion: Work matters. Getting your work done matters. We’re asking you to bring your best intention to the work we’re curating for your learning. We’re asking you to make sure those work products are submitted in a timely fashion. We have Friday check-outs with teachers to catch up, review the week, and make sure we're all on track with this remote learning schedule.
Citizenship: As always, we’re looking for you to be your best selves in our remote learning. How you show up and support the learning environment is just as important as the learning and engagement you’ll bring to the class.