6 June 2014
Assessment in South African Waldorf Schools
Assessments in education - the bigger picture
The reasons why we observe and assess children’s attainments
and the methods used in education have changed and need to
change again in keeping with the inner and outer requirements
of the time. Some of these requirements are imposed by
external (usually governmental) authorities, whilst others reflect
inner human needs and chief amongst them is the need to
develop.
New forms of assessment
While nations and states relentlessly continue down the road of
standardized testing, many educationalists have been trying to
develop new methods of pupil assessment. What most of these
new approaches have in common is a shift of emphasis from the
evaluation of outcomes measured against prescribed norms and
criteria, to process-orientated methods. This means a shift from
testing to monitoring. With the recognition that society needs
people with a wide range of personal and social skills (often
referred to as key qualifications or life-skills), so the criteria for
their assessment have been broadened from a subjectknowledge base to include social and personal skills. One could
say that this involves a shift of emphasis from what one knows to
how one knows it. Assessment and specifically testing have their
role in education but it is important to use them as tools at the
right stage of the learning process. (Quoted from: Assessment
and Learning in Steiner Waldorf Education – Trevor Mepham and
Martyn Rawson)
Pupil assessment at Imhoff Waldorf School
In a very real sense Waldorf Schools have always practiced pupilorientated assessment.
A variety of methods are used – from individual observation and
monitoring the progress of children in the class to diagnostic
testing of the entire class. Records of the class group are checked
against the standards set in the Waldorf curriculum for a
particular year.
Teachers observe and monitor the children from the early preschool years. As the individual characteristics of each child
emerges, they share their observations with the parents. The
first formal assessment (when the child is 6 years old) is the
school readiness testing to determine whether the child is ready
to take up learning in Class 1.
In Classes 1 and 2 Waldorf teachers focus on observing how each
child is adapting to the learning process. Contact is maintained
with parents, particularly when there is a need to work together
to assist a child who is struggling to come into the learning
process with the rest of the class group.
By the end of class 2 the foundations of numeracy and literacy
have been laid. As they grow more conscious in their learning the
children gain confidence and enthusiasm and it becomes clearer
to the teacher where they need additional individual support.
From Class 3 onwards teachers are continuously assessing the class
standards and observing the individual. This takes place on many
levels. Besides meeting the Waldorf curriculum standards, teachers
keep records of: Maths ability - based on grasping each new concept
introduced; Language ability – speech, spelling, dictation,
comprehension; Classroom behavior - ability to work without
distraction, ability to work in groups, effort put into work etc .etc.
The role of The Waldorf Schools Federation testing within the
assessment process
The Waldorf School Federation of South Africa visits each Waldorf
school in the country once a year (in the 3rd term) and carry out
tests with Classes 3, 5 and 7. Both numeracy and literacy are
assessed. The Federation tests are based on the Manual of
Academic Standards in the Addendum to the information found in
the Federation Guidelines June 2003 (a copy is held by all class
teachers) and the Steiner Waldorf Curriculum edited by Martyn
Rawson and Tobias Richter (Reprinted 2005).” These tests are
comparable to CAPS.
Feedback on these tests is given to each teacher and to the College
of Teachers. The purpose of testing each school is to ensure that the
standards of the Waldorf Schools throughout the country are being
maintained.
To ensure that the class and Waldorf Federation standards are in
line, the Federation testing is a good cross-check within the broader
spectrum of the class record keeping for the Class teacher.
Reporting to parents
The Waldorf Class report is the reflection of the many aspects that
are taken into account as the children develop through each year of
their Waldorf education.
Classes 1-4 receive one report per year and Classes 5-7 receive two
reports. In the High School, the children receive a report each term.
The results of the Waldorf Schools Federation tests may be
discussed with parents but need to be viewed within the context of
this much larger picture of the richness of the Waldorf curriculum.
Learner support
From Class 3 onwards, where a teacher observes the need for
support for a child in the class, we are able to refer the child to our
new learner support teacher for assessment. Depending on the
recommendations resulting from that assessment, a program for
assistance will be put in place.
-COLLEGE OF TEACHERS
Green from Seed to Tree
Some schools would like to be “off the grid” and
some just are.
In 1997 a few families from the areas around Kommetjie
at the south western end of the Cape peninsula got
together to plan a school on the farm Imhoff’s Gift. For
various reasons they wanted a school that was different
from those available to them, something more
“environmental”. This urge led to the lease of some
alien-infested farm land, hacking parties, basic planning,
woodwork and the appearance of a cabin on stilts at
treetop height.
Idealism is one thing; lights to learn by, especially in
winter, is another. We talked to the land owner and
Eskom, but getting an electricity cable to the school was
just going to cost too much and be too difficult. So for a
long time each child had a candle when the day was dark
and life continued. Luckily we did manage to get a water
supply but not enough for serious gardening. Some rain
water tanks and careful indigenous planting helped.
Combined with mulched wood chip pathways they give
the school an earthy, organic feel that fitted in with the
original vision.
The search for a suitable ideology or course of learning
for the school was a serious part of the discussion from
before day one. We decided that the Waldorf approach
was closest to what we had imagined. Environmental
Education emphasises problem solving, long-term
thinking, careful use of resources, an individual’s place in
his or her environment, learning towards a better world,
connecting different subjects and parts of life, being
practical. These things happen naturally at Waldorf
schools without the word “environment” having to be
used. Reverence for the earth and her resources is an
integral part of the school’s curriculum.
The school grew rapidly from a first group of 15 children
and one teacher with a new class, cabin and teacher
added every year, so that now we have nearly 300
people including kindergarten, primary and high school
classes.
Getting bigger did however mean that candles would not
always be enough. Renewable energy was coming down
in price a lot and several parents and supporters of the
school had skills and connections in this area.
(Remember the principle of problem solving.) Before
long we had several hundred watts of photo-voltaic cells
on the original classroom roof. “Nobody will ever be able
to get up there to steal them” we thought and were
wrong. They did, several times.
Renewable energy is not only for good people. So now
we have put a solar power electric fence around the
panels. They do a great job and together with a 150 watt
wind turbine - which is fussy and likes a South Easter
wind but not a North Wester -they power up the office
with computers and printer. Light for the classrooms is
provided by a 12 Volt Direct Current (12V DC) system
and Light Emitting Diodes (LEDs). These glow brightly
without wasting energy on heat. On cold, cloudy and
windless days there is enough electricity stored in the car
batteries to get the school through to the next sunny or
windy day.
Some of the energy is “inverted” to alternating current
(AC) at 220 volts (similar to water pressure in a plumbing
system). This means that we can run some bigger
appliances like a photocopier, electric tools and even a
water urn on occasion.
Imhoff Waldorf is an Eco-school and we have recently
not only retained our green flag, but won R30,000 worth
of generous sustainability sponsorship
from the
organization “Waste to Wealth”. This will go into
gardens, water tanks, organic toilets and wetland
rehabilitation.
We recycled a whole house that is now our off grid
movement room and theatre where we will stage
Shakespeare’s great environmental play, A Midsummer
Night’s Dream later this year, using solar spotlights of
course.
- Written by Sandy Dowling for the
WESSA EnviroKids Magazine
The High School’s Combined Parent Teacher Meeting
On a wintery Thursday in May the High School hosted its
inaugural Combined Teacher Parent Meeting. Janis Merand,
Xhosa & Drama teacher and Class 9 Guardian, welcomed the
dawning of a new era in the spirit of tackling issues head on and
sharing with one another.
We look forward to future evenings in this vein and Sandy
Dowling, Class 9 representative and long time Waldorf parent,
has agreed to help coordinate these. Any issues that High School
parents would like to address may be brought forward as topics
for future meetings.
Each of the High School teachers then introduced themselves:Charisse Louw, English & Drama teacher, shared Maya Angelou’s
quote: “I am convinced that most people do not grow up. We
find parking spaces and honor our credit cards. We marry and
dare to have children and call that growing up. I think what we
do is mostly grow old. We carry accumulation of years in our
bodies and on our faces, but generally our real selves, the
children inside, are still innocent and shy as magnolias.” (I would
also like to thank my wonderful husband, Jason Coetzee, for
taking care of the children, both our own at home while I was
away and the Class 11s on several treacherous sections of our
Parsival Journey...rather late than never!)
Tracey Bester, Art teacher, shared how much she loves teaching
here and how delightful the students are.
Caroline Fouché, Afrikaans teacher, said that she is really loving
working with teenagers.
Janis said that at the recent Waldorf Teacher’s Conference in
Durban we were reminded that our sole purpose as teachers
is to open the children’s hearts, minds and souls to learning.
She then introduced Howard Dobson, our High School
mentor, who Janis said “embodies Anthroposophy” and
serves as “an out breath” for all the very busy staff members
at the High School. Howard presented the evening's topic:
Boundaries for Teenagers
“I’m going to share one of my favourite experiences with
you. I used to have 70 students at a time to push through A
levels in England. When I first started teaching at a Waldorf
school I thought I knew a lot, but I had so much to learn. As a
Class Guardian I went into the Primary School to get to know
my future students. There was a difficult Class 6 that was
entering puberty early and there was a difficult dynamic in
the class.
Fast forward 12 years, I was living in South Africa and I got a
phone call that one of these students was in South Africa and
she wanted to come and see me. She arrived, a very
forthright 25 year old, strong willed, beautiful. She seemed
very certain of herself, very artistic. Half way through the
afternoon she took me aside, ‘I want to tell you something. I
want to apologise for telling you to bugger off in Class 6.’ I
couldn’t remember it. She was always late and noisy in class,
so I’d probably pulled her up and she’d probably reacted.
What should we have done with her?
Matthew Dowling, Maths, Science & Leatherwork teacher, Class
8 Guardian and Hiking Club leader, thanked Howard and his
father for being his inspiration.
At other schools if a child swore, smoked, etc they got
expelled – non negotiable. Parents liked it because it gave
them a framework.
Louise Du Toit, Science & Maths teacher and Class 10 Guardian,
came from traditional education and decided that her
grandchild should be Waldorf educated. She’s loving the
freedom and creativity of the Waldorf system.
Why did I choose to ignore her?
Ulric Conradie, Woodwork, Metalwork and Music teacher, made
everyone cry by talking about the revelation of Waldorf
education in his own tender years – colour on the boards,
freedom to breathe and to be a late bloomer. “Waldorf is such a
community based experience and the intimate relationship with
the teacher is very special…. It’s incredible to see the children
push through their struggles.”
Kath Kelly, Art, English and Biology teacher, was at Rustenberg
High School where Tracey was her Art teacher – she’s come full
circle! “You should always go somewhere you’re celebrated and
not just tolerated…. Here my students run up to me and hug
me.”
Erin Quick, student teacher, said: “It’s fun getting to know your
children, they’re a cool bunch!” Carol Berry, Maths & Science
teacher and Class 11 Guardian, shared her different incarnations
-- “picnic basket lady” “cheese lady” & “Miss Berry”
I could see her nascent character and if I’d done something
about it – sent her out, suspended her – she wouldn’t have
come to apologise me. She said: ‘You didn’t make me feel
bad about it, wrongly accuse me or expose me.’
From the age of 14 the child wakes up in their thinking,
before that they’re dreaming. We start addressing their
intelligence. They become self-conscious, but so much is
going on that they can’t always handle their emotions,
hormones, moods. They can do amazing intellectual feats,
but they can’t handle their emotions.
A child set light to a desk in a government school that I
taught at and he was put in a delinquent school. But he
couldn’t see himself and hitting him with harsh punishments
made him worse. He resented his punishment. Look at all the
orthodox theories on boundaries with teenagers -- rules and
regulations that are not discussed with teenagers are
imposed by school. Children are straight jacketed. The other
extreme are Free Schools – do what you want. But they’re
not adults yet, so they do crazy things.
… continued from previous page
Compromise: rules and regulations are presented and discussed.
If you give them no rules they think you don’t care. There’s
freedom but the expectation of certain types of behaviour. Rules
to hold things together and freedom to learn and express.
What a Waldorf School says is a teenager is on life’s journey, they
need 21 years to learn and grow. We need to protect them from
the adult world. It’s our duty to steer them in the best way
possible. Guide them in self-development. They need to know
themselves and know where they’re going. Socrates was the first
to hit on this. Know yourself and then know where you’re going.
We optimise freedom to be themselves. Sometimes that can be
unsociable. Teaching them can be like herding cats, but strong
individuals is the outcome.
Class 2 Knitting with Teacher Glenda
Simmer down during the week and have fun on the weekends -the home needs to reinforce that. Boundaries and understanding
in guiding them in their freedom. Steiner said we should educate
our children in such a way that out of their own soul volition
they’ll find their way. It’s an ideal.
As teachers we create a condition where they can be free to be
themselves. We study their personality types and the curriculum
is designed to present them with the right thing at the right time.
It enables them to find themselves. It’s up to the teacher and
parent in the moment to know what to do. You can’t have
standardized procedures. Every time you deal with a teenager
you have a unique situation.... We play jazz with them.
In “Alice in Wonderland” which is all about puberty and
adolescence, Alice asks the Cheshire Cat: "Would you tell me,
please, which way I ought to go from here?" He replies: "That
depends a good deal on where you want to get to.” "I don't
much care where," said Alice. "Then it doesn't matter which way
you go," said the Cat. Our job is to guide them in the right
direction.
Teacher Candice on a home visit with Nezisa
(Class 1) and her Aunt Priscilla in Masiphumelele
Steiner said you need to unconditionally accept the teenager for
who they are. Unconditionally Love them."
We then adjourned to an incredible feast provided by our dear
Janis who later said “it was wonderful to feel a part of such a
strong community of teachers, colleagues and parents and it
reinforced why we do what we do.” Carol mentioned that it was
“the best Parent-Teacher meeting” of her career! Then each
class's parent body met privately with their Guardian.
We thank the forty wonderful parents who joined us and who
keep us on our toes. We call for any questions and topics that
you would like to raise on future evenings.
~ Charisse Louw
Class 10 felting with Alex Boyle
Classifieds
New Maroon Jacket Lost at School
Maroon (Pick ‘n Pay) Jacket with cream fluff
inside and hood was lost on Tuesday.
It is Labelled: Stella
Stella Germond in Class 3 would love our help
in finding it!
Our Auction has been added to
Imhoff Waldorf School’s facebook
page as an Event – please share this
with your facebook friends. Thank you!