Assessment and Learning Profile System

Our Assessment and Learning Profile System is truly unique.

ALPS creates the bridge between traditional and proficiency grading - making them both easier for teachers and more informative for students and parents.

Another way to think of ALPS is that it is both "left-brained" and "right-brained."  Or, yet another way to think of ALPS is that it provides for "numerical" assessment and that it provides for "narrative" assessment - all in the same package.

ALPS is truly unique.  It has also required lots of work to create - years of work.

So, a scenario is in order.

When a teacher assigns a "task," the teacher also assigns a standard to the task.  That standard is the reason that the student completes the task, in order to demonstrate a proficiency. 

When the teacher evaluates the work done on the task, the teacher can either "grade" the task in the traditional manner, or can rate the task in a proficiency manner.    That means the student can see either a "grade" like "85" or a "star rating" like "three stars." 

In this way, the left-brained side of the evaluation process is determined by mathematics.  When the teacher use a star rating system, we meet the needs of the right brained thinking by putting the assessment in context of the narrative of student learning.

Left-brained and right-brained - Numerical and narrative.

And what's particularly impressive about ALPS is that it does this all automatically, according to the customized set-up established by the school.

And, that's not all.  Our Assessment and Learning Profile system can generate two different kinds of transcripts.  One transcript is the traditional "Course and Grade" transcript ;while the second transcript is the "Proficiency and Mastery" transcript.

And, when a child does well, or when a child can do better, ALPS allows the teacher to communicate via Teachers Notes.

Simple, elegrant, complete - and making sense of the assessment process in a complex world.  And, we like to say the view from ALPS is grand.

 Think about this -

Because knowledge organizations develop to support the tasks being performed, we should reflect on what activities and experiences students are engaging in to understand what knowledge organizations they are likely to develop.

Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman & Richard E. Mayer. How Learning Works. John Wiley & Sons, 2011-04-15. iBooks.