Assessment

The goal of assessment  in the Adolescent Program is to encourage student learning, establish a standard of excellence, assist students in identifying areas of strength and areas for improvement which includes attitude, skill, and knowledge, and lastly, foster a habit of self-reflection and self-improvement. We view assessments not as a final judgement or the ultimate goal of the student’s education but rather a tool which supports the student in their growth and development. 

Instructors provide regular and holistic feedback, formal and informal. This evaluation includes feedback on a student's approach to his or her work and studies, ability to work cooperatively with others, and the quality of the work or the extent of learning. Areas for improvement and suggested goals are often a part of the Narrative Review. 

During Middle School, instructors write formal Narrative Reviews for each student twice a year. Students are encouraged to set goals for the following term based on the instructor's feedback. In addition, teacher-student conferences are held throughout the year, informal feedback is provided on writing assignments, Commonplace Books, notebooks, and projects. Student recitations in the humanities and assessments in math provide both the instructor and student with additional feedback on the student’s work and progress. 

At the end of each year in the Adolescent Program, students prepare and lead a Portfolio Review for their parents and selected faculty, sharing highlights from their work and showcasing learning from the year. Portfolio Reviews elucidate learning, growth, and areas of growth. 

During the High School Years, Narrative Reviews continue to provide the most holistic and valuable feedback for the student because they continue to focus the student on learning, engagement, and achieving one’s best. Beginning in the 10th grade, letter grades are provided to students in addition to their written reviews. Grades are thoughtfully given and are based on a sampling of student work from the semester, engagement and contribution to class discussions and socratic seminars, and student growth as demonstrated by the realization of goals. 

Grading Scale 

A: Deep engagement:

reaching and pushing limits of abilities, striving for excellence.

B: Strong level of engagement:

performing at ability level, doing quality work

C: Some engagement:

performing below ability level, doing work, but not striving for quality

D: Minimal engagement:

performing well below ability level, work is poor with no effort.

F: No engagement:

not performing at all, work is unacceptable

SHMS is a non-ranking school. GPA is based on a standard 4.0 scale.