Education for achievement
The basis of a successful education for achievement is a positive teacher-pupil relationship. In continuous conversation with the child we formulate individual performance expectations: What have you already achieved? What are your goals? What would you like to learn (even better)? Where do you need help? The children are encouraged and supported in facing new challenges and overcoming difficulties. In this way enjoyment of learning, the ability to deal with frustration and self-confidence are developed.
Gradually an error culture is built up that uses mistakes as an important aid to learning. Here, too, the children themselves play the decisive role in identifying mistakes and reflecting on their own work. In their individual learning diaries they note down their current work, their progress and also questions or further stages in the learning process.
Small tests and learning target checks after reaching specific learning levels give the child feedback on the skills he or she has acquired. At the same time they form the basis for further individual learning guidance by the teacher.
Individual learning target assessments initially take priority over comparative tests and class tests. From Grade 3 onwards, the children are also prepared for a realistic assessment of their level of achievement through comparative tests. However, there are still no regular class tests with grades.
The assessment of performance on the school report results from the evaluation of all the work done in school and from the child's learning and working behaviour. From time to time the teacher exchanges information with the child about his or her performance development to ensure that the child's self-assessment and the assessment by others match. Parents are regularly informed about learning and performance development and support at school.
Gradually an error culture is built up that uses mistakes as an important aid to learning. Here, too, the children themselves play the decisive role in identifying mistakes and reflecting on their own work. In their individual learning diaries they note down their current work, their progress and also questions or further stages in the learning process.
Small tests and learning target checks after reaching specific learning levels give the child feedback on the skills he or she has acquired. At the same time they form the basis for further individual learning guidance by the teacher.
Individual learning target assessments initially take priority over comparative tests and class tests. From Grade 3 onwards, the children are also prepared for a realistic assessment of their level of achievement through comparative tests. However, there are still no regular class tests with grades.
The assessment of performance on the school report results from the evaluation of all the work done in school and from the child's learning and working behaviour. From time to time the teacher exchanges information with the child about his or her performance development to ensure that the child's self-assessment and the assessment by others match. Parents are regularly informed about learning and performance development and support at school.
