Montessori Cycle of Assessment

Montessori program assessment is most complete when accomplished using instruments specifically designed to measure the unique characteristics and curriculum of the Montessori environment. In an effort to provide a well-rounded view of children’s progress, assessment is cyclical in nature and accomplished using a menu of assessment tools

1. Observation

Montessori-trained faculty members prepare an environment and guide children toward self-initiated learning, rather than adult-centered teaching. Teachers observe the children and their progress in the environment, record their observations and use them to drive future instructional choices.

2. Qualitative Evaluation Tools

Qualitative evaluation tools may include rating forms, mastery checklists, and anecdotal narrative descriptions. Some of the personal growth variables included are:

Positive attitude toward school

Inner security and sense of order

Pride in the physical environment

Abiding curiosity

Habit of concentration

Habits of initiative and persistence

Ability to make decisions

Sense of independence and self-confidence

Self-discipline

Sense of responsibility to other members of the class, school, and community

3. Objective Assessment Instruments

Students’ core subject knowledge is assessed at the beginning of each year and at intervals throughout the year to determine the correct level for individual and small group lessons. These instruments assess many skills, including:

Print concepts

Listening skills

Decoding skills

Reading comprehension

Spelling

Penmanship

Composition skills

Mathematics skills

Mathematics applications

Spanish language skills

4. Student Self-Assessment/Peer Assessment

Students self-assess using a variety of tools. Students self-correct work in response to control of error inherent in the materials, as well as in response to adult review of written work.

Students collect their work over time in blank books by subject area, so a student has a visual record and reminder of how much his/her work has improved since beginning work in a math journal, for example.

Student and faculty members collect representative work samples throughout the school year to develop portfolios. The portfolios also serve as a point of personal reflection for each student as s/he determines which pieces to include in the portfolio or reviews portfolio contents in retrospect.

Students develop summary project presentations to present to their peers. These presentations include self-assessment and peer-assessment components.

5. Weekly Student/Teacher Conferences

Students and faculty members conference at the end of each week to reflect on the student’s progress toward student- and adult-chosen goals. This information is reflected in the student’s work plan, which is sent home weekly for parent review and comment, then returned to school the following week.

6. Standardized Assessments

Casa Esperanza students participate in the state-normed Carolina Department of Public Instruction’s accountability testing program, beginning with end-of-grade testing in grade 3. These tests have reliability coefficients in the .4-.6 range.

Students in grades 2-6 also participate in the nationally-normed Terra Nova achievement test. The subtest reliability coefficients for the Terra Nova are in the .7-.9 range. Throughout the year, elementary students complete written standardized test preparation exercises and learn test-taking strategies and techniques.

(Reliability refers to how consistently any measurement estimates the characteristic in question, whether it be reading, visual perception, intelligence, or self-confidence. In educational and psychological testing, reliability refers to how consistently, within the test itself, the items sample the domain of interest (internal consistency) or how consistently test results are produced over time (test-retest) or between different raters (interrater) (Salvia & Ysseldyke, 1991).

According to Anastasi and Urbina (1997), coefficients at or above .80 are acceptable, while those of .90 and above are most desired; this is especially crucial when test results are the basis upon which important academic or remedial decisions may be made.)

7. Conferences

Parents and students complete pre-conference surveys and faculty members meet at least twice a year at formal conferences to discuss student progress.

8. Conclusion

All types of assessment results are used to make decisions about continuing instruction and promotion to the next level of work and class grouping