Student assessment culture is deeply rooted in the Finnish ethos of encouraging learning and developing students’ capability for self-assessment. Assessment is fair, continuous, and wide-ranging in methodology, aimed at driving students to always achieve their best.
When we assess our students, we do not do it because we want to test them to compare with others. At FIS Race Course, assessment is a collaborative process to enhance learning. We do not believe in standardized testing, and we do not want to make our students study just for the tests. We want our students to learn for life. The most important data for learning assessment comes through continuous teacher observations and continuous formative assessment.
To start the year, the teachers prepare a Personal Learning Plan (PLP) for each student. The PLP gives a holistic overview of a student’s strengths and development points in learning, and sets objectives and tools for students, parents, and staff. The objectives in the PLP come from the school curriculum. The PLP is reviewed for every term.
Students receive a report card at the end of both terms. Prior to end of term, parents have the opportunity to meet teachers in a Parent-Teacher Conference or a Student-Led Conference.
In Grades 1-2, evaluation is written and descriptive. Starting from Grade 3, student assessment follows a numeric scale of 4-10 (4 being fail and 10 being excellent) accompanied by a descriptive text.
Students are taught to reflect their own work and behaviour and to use peer- and self evaluation as part of the daily routines and group activities to construct stronger and a more realistic self-image. Continuous formative assessment through varied sources is the most important way to collect data about student progress. It gives the teacher realistic and up-to-date information about the student’s academic level, working skills, and behaviour.
