FIHS Science Teacher Jordan Wolf with Students
This post originally appeared at Mastery Collaborative on October 21, 2016.
Can a mastery-based school culture give students a useful way to track their own progress and achievements? A visit to Flushing International High School (FIHS), one of eight Mastery Collaborative Living Lab schools, provided some insight into this issue.
During the visit, school leadership, faculty, and students discussed with guests how a focus on mastery has changed the outlook of school departments, individual teachers, and especially students. Rather than looking at grades only as a final score, students now track their progress toward mastery throughout the year, on a group of subject-specific goals. Goals are assessed multiple times over the year, allowing students to see which specific goals they need to focus on to improve their mastery of key skills and knowledge.
Switching to a Mastery-Based Model
This method of grading is of recent vintage at FIHS. Five years ago, the leadership and staff began to discuss concerns about the role of assessments. “We were not communicating our grading and assessment policies clearly enough,” explained Principal Lara Evangelista.
To address the problem, teachers began creating homemade report cards with many personalized comments to indicate how well students were meeting specific standards. At the end of marking periods, students were able to see how they could improve in specific terms. Then, the staff came up with an even better idea, said Evangelista: “Why don’t we tell [students] at the beginning what we are looking for?”
Over the course of the next four years, school leadership, faculty and students integrated clearly stated learning goals into everything from lesson plans, to the online grading system, to teacher-student advisories. (more…)