2 Types of Assessment: Which One Do Montessori Schools Favor?

Assessment is a topic often discussed in the many corners of the education world.  Whether a child is enrolled in their local public school, an independent school, or is homeschooled, assessment will most likely play a role in that experience.  To what extent it plays varies greatly, however, as does the prevalence of the different styles of assessment.

Parents often have strong feelings about assessment, although their perspectives can vary greatly.  Many are frustrated by the now-common high-stakes testing, the amount of time testing can take, and the young age at which formal assessments are now taking place.  Others, with their child’s future firmly in the forefront of their mind, want to be sure there are assessments in place that will clearly identify their child’s strengths and weaknesses.

So why do we assess in the first place?

One important reason is to measure learning.  Another is to (theoretically) encourage success.

We pose the following questions:  How do we define success? What exactly is it that we value and want to encourage in our children?  What kinds of time restraints should (or should not) be placed on children as they progress through the learning of various skills?  Should learning be measured in a standardized and linear fashion?

The following types of assessment are regularly used in educational settings.  We describe each one and take a look at how Montessori does (or does not) implement them.

Formative Assessment

Formative assessment can be classified by the following characteristics:

• It is generally done while the student is learning.

• It is either unobtrusive or minimally intrusive to student work. 

• It is almost never graded.

• It allows teachers to shift their approach mid-lesson.

Summative Assessment

Summative assessment is quite different.  It can be classified by these characteristics:

• It is done periodically to determine whether a student has mastered a skill/skills.

• Learning and instruction must stop and time must be set aside to administer assessment.

• Grades/scores are typically assigned.

• It serves to categorize students and define success/failure.

Just by reading through the characteristics you will likely draw your own conclusions as to which style is more helpful to both students and teachers.

Keep in mind that in Montessori schools, we believe the following basic principles:

1. Learning is not linear.  There are general developmental phases that children pass through, but we recognize that there is great variation among individuals.  This variation is honored and even celebrated. One of the greatest benefits of our three year cycles is that teachers have that much time to work with children and guide them toward various goals.  Most teachers understand that a child may progress in reading for 6 months while their math skills plateau, but that could easily switch in time. Not feeling the pressure of having a child for one year only allows us to support natural learning and growth, and to let children learn according to more normal timelines.

2. We believe that children do not need to compete with one another, but rather draw on internal motivation to better themselves.  Grades lead to such competition. All people have areas of strength and areas that we may have to work harder at.  When children begin comparing themselves to one another, many will be left with completely unnecessary feelings of inadequacy.  Such dips in self-confidence can take a serious toll on children in the long term.    

3. To expand upon point number three, we do not utilize external rewards.  We find them ineffective and would rather guide children toward trusting their own process.  There is significant scientific research that backs this approach. More on that here: 

   https://www.psychologytoday.com/us/blog/the-baby-scientist/201806/motivating-children-without-rewards

4. We provide learning materials that allow children to assess themselves.  Most Montessori materials are autodidactic, that is the children learn the skill just from using them.  If there is a series of different sized pegs with corresponding holes to place them in, there is only one way to complete the activity correctly.  When a child is working independently with such a material and the last peg does not fit into the last remaining hole, they know a mistake has been made along the way and they can work toward correcting it.

5. Scientific observation is the most effective method for teachers to learn about students’ understanding.  Dr. Montessori based her entire set of teaching methods on what she had observed about children’s learning over a span of 40+ years.  Her constant observations allowed her to make changes in the environment and her approach. We believe this form of assessment to be the most effective tool we have.  Montessori guides observe the children to determine what changes need to be made in their instruction in order to meet academic goals, but we also observe how the environment serves the children so that it can act as another tool to support learning.

What it boils down to is that we hope to teach children how to learn, not how to get a good grade.  We want them to be enamored with the world and find a deep and authentic desire to learn as much as they can about it.  We do not wish to interrupt their learning with tests that do not actually serve them in the long run; rather we believe that the summative assessment approach of highly trained and skilled educators is the best way to support growth.

Montessori Basics: Geometry from the Start

“We do not therefore offer material for the clear and concrete demonstration of what is taught in a an abstract fashion in most schools. We simply offer geometric shapes, in the form of material objects, which have a relationship to each other. These shapes can be moved and handled, lending themselves to demonstrating or revealing evident correspondences when they are brought together and compared. This stimulates mental activity, because the eye sees and the mind perceives things that a teacher does not know how to convey to an immature and inactive mind. Mental processes that are apparently premature and far advanced for the child’s age, thus become possible.” - Maria Montessori Excerpt from Psychogeometry, Chapter on “Introduction to the Elementary Period,”

Perhaps it happens when your four-year-old comes home from school one day, excited to show you their work for the day.  They proudly show you a perfectly traced pentagon with elaborate, colorful patterns inside that they have created.

Maybe it’s when your eight-year-old casually references acute-angled scalene triangles.

Regardless of when it happens, as Montessori parents, there comes a moment when we become acutely aware (pun intended) of our children’s interesting knowledge of geometry.  We may recall our own study of the subject beginning much later - likely sometime during our high school years and typically not as exciting as our own children depict! We notice that our children seem to be really ready for the information, which can feel surprising.  Not only are they ready, but the work seems to fill them with joy and satisfaction.

What, exactly, is going on?

As with so many things, Montessori discovered that young children are fully capable, and in fact developmentally primed, to learn about subjects that have traditionally been reserved for much older children.  Geometry is a perfect example. Read on to discover what this portion of a Montessori education can offer your child.

The Primary Years

From ages 3-6 much of children’s geometry instruction in Montessori classrooms is indirect.  That is to say that while they are practicing crucial developmental skills, they are often doing so through the lens of geometry preparation.  One obvious example, as mentioned above, is with the metal insets. Children trace a variety of geometric figures including squares, triangles, circles, curvilinear triangles, and quatrefoils, among others.  The main objective of this work is to prepare the child’s muscles for proper pencil grasp and handwriting. When they have mastered tracing they work to create intricate designs within the figure.  

Primary children are also given a number of simple geometry lessons that allow them to begin naming figures and exploring shapes.  Wooden geometric solids are held and named by the children (cube, sphere, square-based pyramid, etc.). The geometry cabinet is composed of drawers of related figures; small wooden insets are organized into a polygon drawer, curvilinear figure drawer, triangle drawer, and so on.  Children also use constructive triangle boxes to manipulate triangles in order to form larger triangles and other geometric figures. The key during these early years is to give children early exposure to geometry and allow them to use their hands to explore these concepts.

The Elementary Years

During the elementary years the Montessori geometry curriculum expands significantly.  Teachers often begin by reviewing content taught during the primary years, but 6-year-olds are ready and eager for more.  This begins with a detailed study of nomenclature. Using a series of cards and booklets that correspond with lessons given by the teacher, children explore and create their own nomenclature sets.  Topics include basic concepts such as point, line, surface, and solid, but go on to teach more in-depth studies of lines, angles, plane figures, triangles, quadrilaterals, regular polygons, and circles.  For example, when children learn about lines they begin by differentiating between straight and curved lines, but go on to learn concepts such as rays and line segments, positions (horizontal and vertical), relational positions of lines (parallel, divergent, perpendicular, etc.)

Throughout the second plane of development (ages 6-12) the study of geometry continues to spiral and go into more and more depth.  Children as young as seven learn about types of angles and how to measure them. Eight-year-olds explore regular and irregular polygons, as well as congruency, similarity, and equivalency.  In lower elementary children begin learning about perimeter, area, and volume.

In upper elementary, children begin to learn about the connections between the visual aspects of geometry and numerical expressions.  They apply what they’ve learned about perimeter, area, and volume to measuring real-life objects - including Montessori materials they’ve seen in their classrooms since they were three years old.  They learn about things like Fibonacci numbers and Pythagoras which appeal to their sense of number order and geometric patterns.

Now, when your child comes home with surprising knowledge about geometry content, we hope you have a better idea of where they’re coming from.  If you have any questions or would like to see this type of work in action, please give us a call.

Observation

Montessori classrooms rely heavily on the art of observation.  You may see it in action some time, or you may have an opportunity to try it yourself (which we welcome and encourage!).  If you ever walk past a classroom and see the children working intently, while the guide is quietly sitting in a corner with a clipboard, know that guide is working intently as well.  

Why we do it

Dr. Maria Montessori was a scientist and a physician.  Her education and background helped her look at the world in a way that is different from most traditional educators.  Observation of children was what inspired her work in education, and she used it to develop her methods. Not only that, but Montessori guides all over the world rely on observation to learn about their students, gain insight about developmental phases, inform our decision-making, and to assess the children’s mastery of skills.  So what are the main goals of observation in the classroom?

• Planning appropriate lessons - Montessori educators are trained to have extensive knowledge about child development.  While most traditional teacher education programs require students to take a course on the topic, development is essentially the foundation of everything we do as Montessori guides.  Practiced guides know so much about the behaviors of growing children that seemingly insignificant occurrences signal a transition into a new plane of development. The toddler that has mastered toileting and can be observed spending long amounts of time with practical life activities is making the transition necessary for the primary classroom.  A child nearing six that has lost a tooth and seems suddenly very motivated by social interactions with their peers is moving into the second plane of development and will respond well to lessons involving storytelling and deeper information about cultures around the world. The challenge of the guide is to identify the moment when a child is entering a sensitive period; this is their development showing they are ready to learn specific skills that must be taught in a way that honors their growth.  

• Making sure the environment serves the children - While the guide’s role in a child’s education is important, the environment plays an even bigger role.  It is the guide’s job to make sure the classroom environment allows children to find what they need, feel inspired to work, fosters independence, and allows for safety and comfort.  If, during an observation, it is noted that a piece of furniture disrupts the flow of movement, it will be moved at a later time. If many children prefer to work on the floor, it will be important to note whether there are enough work rugs for them all to use.  If no children have used a specific material in a number of weeks, it may need to be reintroduced or removed from the shelf. Each item in the classroom must be placed intentionally and with a specific purpose in mind. If it is no longer serving its intended purpose, reflection and a solution are required.

• Assessment of skills - The word assess is derived from the Latin form to sit beside.  Montessori schools do not determine mastery with the use of tests, but rather by utilizing observation.  Instead of giving children a piece of paper with questions on it, we watch them in action. When a child is able to independently place number tiles in random order on a hundred board, we know they have grasped the concept of ordering those numbers.  A child who is able to complete complex patterns within the shape they traced using a metal inset, and who also frequently uses the sandpaper letters correctly is likely ready to learn the written formation of letters using a pencil on a piece of paper.  This assessment, of course, ties back into planning appropriate lessons, as the guide has concrete information to inform their instruction.

What it looks like

• Formal observations - A Montessori guide will likely observe in the classroom most days, or multiple guides may take turns observing.  These observations typically last between fifteen and thirty minutes, but the amount of time can vary. While each guide has their own preferred method, they typically sit quietly and use a notebook to record what they observe.  Children are taught about the importance of this work and they know not to disturb the adult at this time. Sometimes a guide will sit in a specific chair or use a special clipboard to signal to the children that they are working.  For new guides, the temptation to intervene can be powerful, but we learn that unless a child is in danger it’s often best to wait it out and see what happens. Most classrooms have a second adult that is able to redirect a child who may be overly disruptive, allowing the observing adult to continue.  During this time the guide simply watches and takes lots of notes. It is important that the notes be strictly observational and that any judgement or inferencing be reserved for another time.

• Informal observations - During the course of the work period, guides will make a great many observations in the moment.  While walking across the room to retrieve something, while speaking to a child, or even whilst in the middle of a lesson, there are many helpful bits of information a guide can gather and record that will help make the children’s educational experience the best it can be.  As you may imagine, this results in many, many notebooks full of amazing and adorable anecdotes. 

Visitor observation

Whether you are considering Montessori for your child, they are in a program but getting ready to move to a new level, or if you’re just curious and want to learn more about the philosophy, observation is one of the greatest tools available to you.  Even the most experienced guides make time to visit other Montessori schools when possible so that they may observe other classrooms and gather fresh ideas and inspiration. We invite you to contact us should you be interested in giving it a try.

When you enter a Montessori classroom to observe, it is very important to know that the children will be engaged in their work and the goal is to watch without disturbing them.  In many other scenarios in life, we announce ourselves upon entering a room, perhaps even greeting others enthusiastically. When observing in the classroom, we ask that visitors refrain from doing these things, tempting as it may be!  You will likely be greeted by an adult or child and directed to a chair. Having a notebook or clipboard is helpful, as you are sure to experience moments you will want to record. If a child approaches you and greets you, by all means please feel free to briefly greet them in return.  In general, however, you will need to sit quietly and observe in a way that the children forget you are there, leaving them free to focus on their work. Montessori children are quite used to visitors, so this shouldn’t be a problem.

Some questions that will help guide your observation include:

• In what ways are the children displaying independence?

• How do the children choose their work?

• What do transitions between work look like?

• How do the adults respond to the children?

• How do the children respond to the adults?

• How do the children interact with one another?

• How do the children care for their own basic needs?

• Does anything about the classroom environment surprise you?

When your observation is complete, it is best to slip out of the classroom quietly.  In this situation you are not expected to say any formal goodbyes.

You can do this at home!

While home is very different from the classroom, there are ways that parents can apply the basic concepts of Montessori observation.  While trying to engage with our children, it can be easy to fall into patterns in which we begin directing their play. Every once in a while, sit back and watch as your child plays.  You may notice them using their toys in surprising ways, and this may give you insight to their interests and maturity. Similarly, it can be tempting to jump in and help any time your child spills something, falls down, or struggles to do something.  Instead of rushing to the rescue, wait. If they ask for help, of course, lend a hand, but oftentimes they will want to address the situation themselves. Watching to see what our children are capable of and nurturing their independence is one of the greatest gifts you can give them.  

As you pay attention and observe your child’s play, eating habits, sleeping habits, and social habits, you may learn many new things about their development.  This, in turn, will allow you to reflect on how you might best support them on their journey through childhood. Slow down, observe, and enjoy those moments.