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Authentic Assessments vs. Grades: How Progressive Schools Measure Student Progress

As children, many of us grew up attending schools in which we received letter grades and/or percentages to document our academic performance. Tests and quizzes measured learning, and instruction focused on “right” answers. In progressive schools like High Meadows, we agree that assessing student growth and progress is important, but the way we measure and document student growth looks different than the aforementioned traditional methods. Our whole-child approach utilizing Authentic Assessment honors learning as a journey instead of a destination and focuses on providing meaningful and specific feedback that supports each student’s holistic growth.
At High Meadows School, a child’s progress is continually assessed rather than measured by periodic assignments or tests. Teachers measure and document student growth almost daily across subject areas, including both academic and social/emotional standpoints. This ensures each child receives the support and guidance needed to learn effectively and build on their successes. Children show their knowledge in many different ways, and basing assessment on daily observation, projects, and interaction provides a more holistic viewpoint from which to document learning and whole-child growth.

“In my experience, the biggest difference between grades and assessments is in how willing children are to solve problems and take risks,” said Kate Stoessel, a fourth and fifth grade teacher who has taught in both progressive and traditional education schools. “When students get grades, they need a list of what’s required to get started on an assignment. They aren’t willing to take risks because they don’t want to get a low grade. But, without grades in the picture, they just get started, trying things and adjusting as they go.”

Rather than simply checking the boxes to confirm that concepts have been covered, comprehensive, authentic assessments at HMS help students identify specific areas to strengthen their skills, celebrate successes, and develop a stronger awareness of their abilities and potential. This strategy allows students to grow in confidence while encouraging effort, curiosity, and persistence.

“We are teaching skills that children will need for the 21st century,” Stoessel said. “They need to learn how to problem-solve and collaborate. They have to practice that. It can’t be assessed on a test.”

Feedback Shared With Parents
Instead of a single letter or number on a report card, authentic assessment provides parents descriptive feedback, examples of their child’s work, and insights into their thinking and behavior at school. This gives families a more comprehensive impression of their child’s strengths and needs. High Meadows teachers share feedback with parents in many ways:
 
  • Extensive written narrative progress reports twice a year
  • Regular parent-teacher communication opportunities
  • Students in fourth through eighth grade select work samples to discuss during their student-led conferences with their parents/guardians and teachers.
  • Student self-reflection check-ins (beginning in Preschool) focused on learning goals specific to each child

“Students benefit from having an authentic audience to share their learning,” Stoessel said. “It’s a higher-level thinking strategy that helps them embed it. Presenting their work to other students, people in the school community, and family members also encourages them to double-check their work. All of these are skills they need for the future.”’

Learn more about the High Meadows progressive school approach.
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The High Meadows community celebrates and perpetuates each individual’s quest for knowledge and skill, sense of wonder, and connection to the natural environment. We empower each to be a compassionate, responsible, and active global citizen.
Age 3 through Grade 8 | Authorized IB PYP World School
1055 Willeo Road, Roswell, Georgia 30075 | (770) 993-2940 | info@highmeadows.org