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Assessment Program

1. Inspection and statutory assessment of the school's teaching and academic performance

Byens Steinerskole has an external inspector who monitors the quality of the teaching. The inspector assesses whether the teaching and the student’s academic level are in line with the teaching in the Danish public school system.
The current inspection report can be read here

2. Assessment

Independent schools are obliged to assess the students’ learning outcomes as well as ensure internal self-assessment of the school’s entire teaching program.

2.1 Assessment of the Students’ learning outcomes

At all class levels, a subject is taught periodically for 3 – 4 weeks for 1.5 hours every morning. These lessons are called main lessons.

From classes 1-3, the main lessons consist of the subjects: English, Arithmetic, and Home Surroundings.

From class 3, the subject history is added.
From classes 4 and 5, geography, zoology, botany, and mineralogy are added.
From class 6, the science subjects physics and chemistry are added.
Pupils prepare workbooks in cooperation with the teacher. Depending on the class level, the students work increasingly more independently.

2.1.1 Continuous Assessment of the Students’ Learning Outcomes 

Through the daily work, the close cooperation between school and home, and continuous monitoring of the students at the weekly teacher meetings, the student’s learning outcomes are continuously assessed. Below is a list of a number of ongoing assessment areas. These assessments are to ensure that the student’s performance as well as the academic level at the school is in line with the level in the public school system. The school regularly reports to the students and the parents on the student’s learning outcomes.

2.1.2 The co-operation between the Teacher and the Parents
– Daily basis: school-home cooperation via phone calls, e-mails on Intra, dialogue at school

– At the 2 annual and compulsory parent meetings, the curriculum, the academic level of the class, and the class work habits are reviewed. In case of any social challenges in the class, the parents’ group is involved to help solve these challenges.

– School-home conferences, at least twice a year and whenever necessary

– Newsletters with information about classes, events, and other information relevant to parents are sent at least once or twice a month via Intra and the Week Plans on Intra.

– School Saturdays with lessons, exhibitions of student work, and performances by the students, with contributions from the lessons.

2.1.3. The Teachers assessment of the Student

Daily assessment is carried out with the students in the work process, where the teacher provides guidance and help with the assignments during the part of the lesson time reserved for written work. The level of difficulty and scope is differentiated. Students are assessed on the basis of:

Written production and written material
The students’ products and work, engagement are also assessed here
The student’s engagement in and contribution to the lessons
The student’s engagement in the classroom and in social contexts
The students’ overall well-being is also taken into account

At the end of each main lesson block, the teacher reads through the workbooks and provides feedback on the student’s performance and academic achievement, as well as guidance for future work. In lower secondary school, the pupil also receives this feedback in writing in the workbook.

Class interviews are organized as well as individual interviews when needed.

2.1.4 School Report

As a Waldorf School, we do not give grades to the students and do not organize exams. The student’s academic level is made visible through dialogue in daily teaching and formalized in written reports, which are given in classes 2, 4, 6, 8, and 9.

In the lower classes, the report is addressed to the parents, who may, however, use certain parts of it as a basis for dialogue with the child. In class 6, the report is written to the student, but parents are required to read it as well, as they will be able to draw different conclusions from the student. The report in class 9 is written to the student but also directed towards the wider world and the further education program that the student may choose to follow.

The report (“student assessment”) is based on the specific teaching in the various subjects. Since much of the teaching in the school’s subject area takes place as main lesson blocks over 3-4 weeks, the school emphasizes that the students in the secondary school classes receive feedback at the end of each block. Reports are thus written throughout the year, which gives the student the opportunity to continuously take on board references, encouragement, and experiences. At the end of the school year, these are then combined with the assessments from the other subjects in the curriculum, such as movement, crafts, and art. A precise and complete syllabus description is particularly important for external readers of the report, which is why it is emphasized in secondary school.

Internally, there are certain requirements for the report:

1) Attitude towards the subject ( engagement, attention, focus, motivation, enthusiasm, curiosity, recall, and imagination)

2) the student’s ability to process the subject matter (balance between reproduction and production; objective referencing and independent judgment. The aesthetic work process in writing and drawings/illustrations)

3) The student’s academic standpoint

4) The student’s profile of development. Where to focus in the future. (What has the student developed of deeper value and what should be required of the student or endeavored by the student? Is the student persevering, persistent, and conscientious?)

5) Social attitude in everyday work (Has the student given something to the community and how? Can the student work together with others in group work?)

2.2 Self-evaluation of the overall teaching with a focus on lesson plans, including learning outcomes, and milestones

  • Evaluations are carried out at the weekly teachers’ meeting, where attendance is compulsory and where class teachers/subject teachers present their teaching with an overview of how and whether the planned teaching has been successful. The mentioned class levels are compared.
  • Curriculum plans are reviewed and the main lesson blocks that have been completed are evaluated.
  • Continuous focus on the various subjects, which extends over several grades, comparable with the school’s objectives and milestones for the various subjects and classes, broken down as follows:
    Classes 1-3
    Classes 4-6
    Classes 7-9.

There is a thorough evaluation and adjustment after each event, including Saturday school and parent meetings.

School staff participates in 7 compulsory continuous professional development days per year: 3 days at the beginning of the school year and 4 days during the school year.

2.3 Self-assessment focussing on specific topics

Self-assessment focusing on specific topics is carried out on an ongoing basis:

  • Parent Satisfaction
  • Assessment of the after-school program
  • Other current topics

3. Follow-up plan in relation to the different types of assessment

3.1 Follow-up on the report from the inspector

The report is presented at the annual General Assembly.  If the school does not fulfill the requirement of being in line with the Danish Public School System, the Board, and the school principal must address this. The school’s principal assesses what actions should/can be taken to meet the requirements in the case of non-compliance.

Inspection reports are to be available on the school website.

3.2 Follow-up on the other activities

3.2.1 Follow-up on the Assessment of the Students’ Learning Outcomes

Ongoing parental contact and follow-up.

3.2.2 Follow-up on self-evaluation of the overall educational goals, including sub-goals and final goals

If milestones and learning outcomes have not been met by the end of the school year, this is taken into account in the planning of next year’s timetable. The school management decides what initiatives should/can be implemented in the event that the learning outcomes have not been achieved. This may include mentoring programs and/or reorganization of the subject timetable.

3.2.3 Follow-up on the school’s self-assessment with a focus on the development of the school

The school carries out self-assessment with a focus on self-development. This means that it is continuously evaluated whether the school fulfills its own goals.

The school regularly initiates its own surveys, focussing on different topics/focus areas. Evaluation is expected to take place every two years.

Self-assessment reports will be available on the school’s website.

The school’s overall activities are evaluated every year during the annual audit, where the school’s management declaration is issued. The management declaration is a report published as part of the “main and key figures” which will be available on the school’s website.