Educating the
whole child.
Educating the
whole child.

A K-8 public charter school in Harrisville, Utah.

Student-engaged Assessment

GreenWood believes that all children can learn and achieve high standards. The student assessment process at GreenWood facilitates the achievement of this goal by making explicit the criteria by which successful performance may be judged. Here are some examples of what we use to assess our student's performance:

  • Work Sampling System – Project-centered, experiential and inquiry approach to learning requires a comprehensive way to monitor children's academic, social, emotional and physical progress. Expeditionary Learning schools use this type of tool to evaluate student progress.
  • Portfolios – GreenWood student portfolios contain a collection of work that is valuable and accessible to multiple audiences, shows growth and best work, addresses the Utah State Content Standards and GW HEALTH Values, represents the uniqueness of the individual student and shows evidence of revision and reflection.
  • Embedded Assessment Practices – Specific classroom practices support assessment through models and exemplars, criteria and rubrics, and expectations for reflection, revision and quality.
  • Standardized Testing – Another way to monitor student progress over time which allows GreenWood to obtain and compile data for broad-based comparison to other programs and schools.
  • Report Cards – Formal report cards are distributed approximately every 6 weeks, with progress reports emailed weekly using the following performance standards:
    • Exemplary (4): I demonstrate a complete understanding of the knowledge and skills outlined within a content standard without additional support, and I am able to perform content-related skills without significant errors. I can apply the knowledge and skills outlined in multiple contexts. 
    • Proficient (3): I demonstrate a complete understanding of the skills and knowledge outlined within a content standard with minimal assistance, and perform tasks and skills with few errors. 
    • Developing (2): I demonstrate a basic understanding of the skills and knowledge outlined within a content standard, and require some support to complete content-related skills. 
    • Beginning  (1): I demonstrate little or no understanding of the skills and knowledge outlined within a content standard. I am unable to complete work toward this content standard without significant instructional support or without significant errors.
  • Public Exhibitions & Performances – Presentations, demonstrations, performances, and exhibitions of final products culminate learning expeditions. Public displays of student work allow families and members of the broader community, opportunities to review and assess student work as well as provide valuable feedback.
  • Expedition Projects – Students participate in project-based investigations within each grade level's topic of study. The final product encompasses an array of disciplines and is evaluated using a scoring guide, or rubric, created by the students and teacher.
  • Conferences – Goal setting conferences for students with their parents and teachers are held at the end of the first month of the school year. Student-led parent conferences (SLCs) are held in November and again in March. Both the teacher and the parents may schedule a conference at any other time as needed. We encourage families to initiate a conference anytime throughout the year making this process very interactive.
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for the 2019-2020 school year!

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than we ever do alone!