Documentation, Assessment, & Evaluation

Our vision: Academic and experiential education programs that awaken curiosity, transform lives and deepen connection to the world and to one another. The modern world puts enormous pressure on us to categorize and quantify the learning experience. The result is often a loss of initiative and a disconnection from one another. We seek to help schools create assessment tools that reconnect students, teachers, and parents, and revitalize the intrinsic rewards of learning.

1. Evidence

We believe that the best possible assessment is to let students' work speak for itself by the physical evidence.
At the end of the class a student can:
  • solve a quadratic equation,
  • converse in French,
  • write an essay comparing and contrasting socialism vs. capitalism,
  • sing in harmony
  • paint a portrait
At the conclusion of this program a participant can:
  • scale a cliff
  • roll a kayak
  • carve a wooden spoon
The physical evidence of student's work should be recorded or documented, if possible into a printed portfolio, exhibit, or if necessary a video or audio recording.

2. Student's Self-Assessement

A student writes a few sentences and completes a survey about the class or block:
  • What was the most interesting or enjoyable part of this course?
  • What was something you learned from the course that will stay with you for a long time?
  • What did you struggle with?
  • What did you most appreciate about the teacher or leader?
  • What do you wish that he or she had done differently?
  • What percentage (%) of the course curriculum did you feel that you completely learned or mastered?

3. Parent Comments & Feedback

When possible, parents should give feedback about what they observed about the student, the work and learning, the teacher, or the school or institution:
  • What did you notice about your student's participation in the course?
  • What feedback do you have for the teacher?
  • What feedback do you have for the teacher?

4. Teacher Narrative

It is an important physical, intellectual, and spiritual exercise for the teacher to spend a few minutes to reflect upon each student, and summarize a few words of feedback on how he or she participated.
  • What did you notice about this student and their participation in the course?

5. Teacher Quantitative Number / Letter Grade

If quantitative grading is to be used, a clear rubric explains how numerical or letter grades are calculated. The number of "credits" or "hours" for the course and number or letter grade can be translated into a GPA or reported on a transcript for use by other educational institutions.

This gathering and sharing of this information needs to be immediate. If it occurs a few days, weeks, or even months after the conclusion of the program, it is no longer useful. When the three parties involved: Teacher, Student, Parent can come together for a brief face-to-face conversation that honors one another and creates connection.