At Eleva School, evaluation is an essential part of the learning process. It is through the assessment instruments that the student realizes how his/her learning occurs, whether it is a solid learning, what needs to be resumed or even improved. For the educators, the evaluation allows them to recognize the effectiveness of their pedagogical actions and the changes and interventions necessary to assist the student in his/her learning journey.
Therefore, the Evaluation Policy at Eleva School has three main objectives: first, to measure the learning. Second, to help and provide encouragement in the learning process. Third, to improve the classroom teaching process.
These objectives are achieved through different types of evaluation implemented gradually, including feedback from the teacher and possibility of reassessment, besides the final makeup/recovery work.
In order to respect the maturity development stages of students, the evaluation process evolves gradually over the school years. We start with a daily, continuous follow-up assessment in the early childhood education level and in the first years of elementary school. As the student grows, we include additional instances of formal evaluations while they continue with their learning process.
At Eleva School there are three types of assessment: summative, formative and external.
Summative assessments measure learning through a more formal process at the end of an evaluation period. They result in a letter or numerical mark that indicates how much the student has learned in relation to the expected learning objectives of the grade level in that period of time.
Formative assessments also measure learning but take place throughout the learning process. They aim to offer a diagnosis in relation to the objectives that will be measured in the summative evaluations. Based on the improvement gaps identified, individual or collective feedback is carried out. Classes can also be adjusted, and new strategies adopted while keeping track records of the progress made by the students. Formative assessments are not considered in the calculation of the bimonthly average.
In formative and summative assessments, we use multiple evaluation instruments such as: projects, presentations; research; group work (always giving individual grades); student portfolio; also, in specific case of summative evaluations, term tests.
Finally, external evaluations allow us to monitor the progress of students in relation to national and international standards and, consequently, strengthening our internal planning and improving our classes. Some examples of external assessments used at Eleva School are English proficiency exams (AAPPL), starting from elementary school, and simulated ENEM or SAT, starting from high school.
From kindergarten up to 3rd year, the evaluation process does not involve grading. Children are continually assessed through classroom activities generating learning records. These records are evaluated by the teacher and consolidated in the report card and in the portfolio of each student.
From the 2nd semester of the 3rd year to the end of the 5th year, the child starts to do summative evaluations of each discipline every two months which are evaluated by letter grading (A +, A, B, C, D). In addition to these bimonthly evaluations, the continuous assessment of each child is carried out through the learning activities in the classroom, analyzed and recorded in the student’s portfolio.
From the 6th to the 12th year, we take another step in the evaluation process. It continues to be divided into 4 trimesters, but we start working with numerical scores and more instances of term evaluations. At the end of each two-month period, the total result of each subject is communicated to the student and the family through a numerical score from 0 to 10.