Educational Portfolio and Performance Assessment
Each State and County Education Department mandate rules on remote learning or homeschooling. School Districts have registration requirements. Since these may be updated regularly, it is important for you to be in contact with your Public School Education System and know the requirements for entrance into their program and promoting your student or child to the next grade level for the coming year.
Typically, this includes registration of each child within your school district, a letter stating your intent to school at home and a year-end assessment signed by a State Certified Teacher who has reviewed a portfolio of work that meets or exceeds the State Standards.
National and State Standards are guidelines for insuring that a student has completed a determined amount of work in several strategic areas based upon age and grade level to meet their knowledge requirements for continuing the work at or above the next level for that subject matter.
The beauty about integrated instruction like Akitsu Learning Program is that the Standards are blended into the curriculum. By having students immerse themselves in these Units, they enjoy learning relevant subjects while you have the confidence in knowing they are completing required material.
Assessments are an integral part of the classroom and educational environment used to monitor how much is being learned or needs remediation.
Akitsu Learning Program includes assessment as part of its Unit Plans. This takes the guesswork out of at home learning so You, as Teacher or Instructor, are able to identify areas requiring further attention. This also helps to clarify if more challenging work is required based upon the student’s level of understanding.
Grades are subjective in the homeschool environment. Currently, there is a Pass/Fail initiative being utilized during the Covid crisis which upended traditional schooling assessment at the end of the 2019-20 academic school year when schoolwork transferred to a virtual environment.
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