Non-Traditional Assessments: Inspiring a Spectrum of Understanding
Laura Oeschger
Traditional exams and testing have climbed the ranks of what’s trending in education. Even President Barack Obama has weighed in on the debate over the effectiveness of multiple choice and fill-in-the-blank tests. Across all disciplines and grade levels, Shipley teachers are exploring new and more effective methods of assessment to broaden the spectrum of their students’ understanding of the material being taught in the classroom.
Elizabeth Zodda, Upper School science teacher and department chair, trades pencils and papers in her Introductory Physics Honors class for challenging project-based assessments. “I may give them a bunch of circuit materials and tell them to build something,” she says. “I watch them try, fail, and reflect, until the circuit works correctly and the students really show me what they can do.” Zodda explains that not having a week of test review and a two-hour exam frees up her curriculum for a more realistic representation of the work students will have to do beyond the classroom – learning resilience and problem-solving skills.
Seniors in Sunny Greenberg’s The Here and Now interdisciplinary course, for instance, choose topics, conduct research, and craft comprehensive yet compelling TED-inspired talks to deliver to a group of peers and Shipley faculty. “Students learn how to synthesize skills of research, public speaking, and developing an argument in a new medium. They seem to really appreciate and enjoy the process,” she says. In the modern language department, language isn't just memorization. “The focus is on the application,” explains Kim Harris, Upper School Spanish teacher and department chair. Students build on the vocabulary and grammar learned, and apply it to interpersonal and non-rehearsed conversation, supplemented by projects that challenge both students’ language skills and creativity – such as a magazine article, poem, or a video. “That's where the greater, longer-lasting learning happens,” says Harris. “It’s not just a fill-in-the-blank.”
Shipley’s fine arts department challenges students to critique the work of their peers and offer constructive criticism in an organized group discussion. “We’re teaching students to take those critical thinking and articulation skills and apply it back to their own process,” says Steve Baris, Upper School art teacher and department chair. “That is probably the greatest, most enriching aspect of the critique process, and an essential life skill.”
Not forgetting that many colleges and universities administer traditional exams and Shipley’s commitment to preparing students for all aspects of learning, students do sit for exams in some classes. Patty Lein, Upper School Academic Dean and math teacher, gives a math exam to her students, but adds a non-traditional twist by telling her students their grade in a private meeting. “It's not about the grade,” she explains. “It's about identifying the student’s strengths and the areas of improvement. I think that conversation is important.”
Supporting non-traditional assessments speaks to what Shipley stands for, Lein says, which is honoring the individual and trying to look for various ways for all individuals to be able to synthesize their knowledge differently, while learning important skills for life.
Students in Sunny Greenberg’s senior English elective explore complex 21st century topics through research, then give a TED-inspired presentation to peers and teachers. Here, two seniors discuss the 2016 Presidential Election.
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In October 2021, Brianna Ross ’10 was named the 2021-22 Maryland Teacher of the Year. Ross feels the award sends an important message to the students of color who she teaches. In addition to serving as a living example of excellence in her students' lives, she is increasing representation in her district's history curriculum through some of her work as an equity liaison. Learn more about the positive impact Brianna Ross '10 is making.
After 77 years as an all-girls’ school, Shipley’s Board of Trustees approved coeducation in 1971—a watershed moment in the School’s history. In this collection of articles, we examine the origins of the decision, share reflections of the people who shaped and experienced the transition, and explore coeducation today.
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Shipley’s move to coeducation was a difficult transition on a number of fronts—from attracting boys to a formerly all-girls’ school to convincing faculty and alumnae that it was in the School’s best interest. Here are reflections from some of the people who shaped and lived through the early days of coeducation at Shipley.
Before joining Shipley as the Head of Middle School in 2013, Shane Kinsella spent the first 15 years of his career teaching in a single-sex school. "Having taught in both single-sex and coed environments, there is no one modality of learning that works best for a single gender," he says. Dr. Kinsella sees many benefits to learning and teaching in a school that is inclusive of all genders. Read his reflection to learn more.
Shipley boys' soccer coach and PE teacher Thom Schauerman has led the Gators to 10 Friends Schools League Championship victories during his time at the School. Learn more about Coach Schauerman and his coaching philosophy in this Q&A.
Shipley's Philly Math League team, made up of ten Upper School students, completed their season with a 6-3 record and finished second in the League standings. "This is a highly motivated group of students who embraces challenge and cooperation,” commented team coach Dr. Joachim Rebholz. Learn more about the team's impressive performance.
As Founder and Director of CREDO, the Center for Research on Education Outcomes, Margaret “Macke” Raymond ’72 is on a mission to improve the evidence around which education policies and programs produce the best outcomes for K-12 public school students. Raymond says her experiences at Shipley played a formative role in her career, which she has spent trying to emulate the strengths of Shipley's educational model.
For Dave Samson '95, seeing his mother’s love for learning was a huge factor in setting him on the path to a career in education—as was the influence of many of his teachers at Shipley. As Head of Upper School at Brookwood School in Massachusetts, Samson places great emphasis on restorative practices that encourage growth and building community over punitive discipline.
Caleb Balderston ‘06 joined Teach for America, teaching math in Chicago public charter schools. Working mainly with low-income students of color, it was there that Balderston developed his passion for equity in education. As high school principal at Academy of the Pacific Rim Charter Public School in Massachusetts he is explicit in his focus on identity work and global citizenship, in addition to academic mastery.
Shipley’s mission compels us to inspire in students a compassionate participation in the world. We asked a few Shipley alumni who work in education how else schools can make a positive impact in the world. Read their responses in this Q&A.
In April 2022, artist Peter Makela ’04 will travel to Nepal as a Fulbright Scholar. He’ll spend 10 months in the Kathmandu Valley pursuing his project, “The Radiant Emptiness of Space: Madhyamaka and Contemplative Perception,” while studying Madhyamaka philosophy at Rangjung Yeshe University, the world’s preeminent English-speaking Buddhist university. Learn more about Makela and his work.
In the fall of 2021, Ashleigh Gundy ’18 was named the inaugural winner of the Intercollegiate Women’s Lacrosse Coaches Association (IWLCA) Tina Sloan Green Award, which recognizes teams or individuals working to promote equity and inclusion.
In October 2021, Shipley alumna Carla Zambelli Mudry '81 had the pleasure of attending Church Farm School's parents' weekend festivities, which included a presentation by her friend, classmate, and nationally syndicated cartoonist Robb Armstrong '81, as well as the presentation of the school's CFS medal to three Shipley alumnae, Stacey Shreiner Kley ’74, Caroline “Cackie” Buck Rogers ’73, and Cannie Crysler Shafer ’74.
The Pre-Kindergarten’s “From Seed to Plant” interdisciplinary spring project centered around the questions, “How Do We Take Care of Nature?” and “How Does Nature Take Care of Us?” Ecology lessons in the classroom were complemented with hands-on learning and gardening experiences in the Lower School’s courtyard and newly-installed vegetable beds.
Vision 20/26 compelled Shipley to “Cultivate a diverse and inclusive community” as a means of “increasing our ability to work across differences in our school, in our communities, and in the world.” Five years later, Shipley has taken great strides with its DEI efforts. Are we doing enough? Too much? How can we work together as a community to advance this important work? Our panel explores these questions and more.
Vision 20/26 pushed Shipley to “advance its position as a recognized leader in social, emotional, and ethical development education” as part of its drive for Educational Excellence. Since then, the School has become a pioneer in the field of Positive Education. It is now pushing the boundaries around what it means to educate for flourishing by incorporating DE&I and pedagogy principles into its evolving, science-based framework.
The Shipley School is a private, coeducational day school for pre-kindergarten through 12th grade students, located in Bryn Mawr, PA. Through our commitment to educational excellence, we develop within each student a love of learning and a desire for compassionate participation in the world.