Continuous and evidence-based evaluation process brings an expanded outlook at the student learning evolution

Students react in different ways at different times throughout the school day and, in order to follow and understand their journey during the learning process, it is necessary to look at their integral development, including their socio-emotional skills, social interactions, strengths and what can be improved. At Red House, this perspective expansion is provided by continuous and procedural evaluation, by collecting evidence on a day-to-day basis to measure performance from various perspectives.

During Early Childhood Education activities, teachers observe aspects such as motricity, language, logical reasoning, behavior and social interaction. From elementary school, students are also evaluated based on such criteria, and their performance is defined based on concepts ranging from “Exceeded expectations” to “Need to improve” – leaving aside the application of 0 to 10 grades.

It is at this stage that self-assessment also begins. The idea is that they actively participate and understand their own performance, recognizing possible difficulties and outlining objectives with the help of teachers in search of improvements. That is, to become more aware of what needs to be achieved, and what steps are needed to achieve them.

The information collected is shared in meetings and in evidence reports. RED HOUSE’s activities always have a pedagogical fundament, and through it, it is possible to collect evidence of concrete behavior that anyone can recognize or point out as evidence of a child’s evolution.

In addition to the evidence and the role of students at their time of self-assessment, the family plays an important role in their learning evolution and should not be excluded from the process. Understanding parents’ expectations regarding their children’s learning, sharing evidence, integrating it in context and listening, as well as respecting individual characteristics and life circumstances, are fundamental factors to develop a personalized action plan that provides a conscious and aggregating process of knowledge appropriation in its multiple forms. A complete follow-up requires strengthening the student- family and school bond to obtain results inside and outside the school environment.