Decisions about student assessment will be made by the professional teaching staff. Merriam's commitment to authentic forms of assessment (i.e., portfolios, student journals, anecdotal record-keeping, parent-student conferences) ensures student involvement in the process. Parents and students participate in setting, expectations and assessing progress of student learning. If during this assessment process, a student's progress warrants further evaluation, local, state and federal procedures for Special Education Evaluations are followed.

Portfolio Assessment

Assessment of student progress is considered an integral part of the learning process. Assessment is the ongoing process by which a learner's progress is monitored. It is interwoven with learning and directs the learner and the teacher towards areas of desired growth. Assessment does not summarize the end of a portion of study. It augments the learning process. Decisions include what to assess, how to assess and when to assess a learner's progress. Students and teachers are involved in assessments throughout the year. The Merriam portfolio system documents student growth over time through the collection of student work from across the curriculum. Work samples are collected three times over a school year.

Parent-Teacher Conferences

At least two parent-teacher conferences are held each year to discuss expectations, goals for learning, review students' work, and reflect on students' progress.

Parent-Student Conferences

Mid-year all Merriam students hold conferences with their parents in the classroom. This is an opportunity for students to reflect on their progress, present their work, and and receive affirmation for their school experience.

End of Unit/ End of Year Assessments

End of unit assessments have been developed in language arts, math, science and social studies. Assessments are given to students at the end of each school year in reading, writing and math. An assessment summary report is generated for each student according to APS curriculum goals and objectives to document progress in writing, reading, math, and affective development.

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