In the Challenge Program student evaluation is primarily a process of assessment guiding instruction as well as student self-evaluation and improvement.

"I heard and I forgot, I saw and I remembered, I did and I understand."

Evaluation in Type I's

Students make their own evaluations as to the worth of the Type I experiences. The Challenge Teacher and/or Classroom Teacher may request the student's input on the Type I experiences. This may be done though discussion, journaling, writing, drawing or other form of expression. At times the student's evaluation is so positive that it inspires a Type III project by the student. This is encouraged and supported.

Evaluation in Type II's

Because there are two types of Type II's that occur in our system, there are two types of evaluations for them. When the Type II is done in the regular classroom or as an interest group, the evaluation of student work is for the purpose of guiding the next bit of instruction. Student work is looked over by the Challenge Teacher to see how well the students understood the concepts in the activity and therefore determine how to proceed with future activities to optimize student learning. When the Type II is a class in Language Arts or Math that meets on a regular basis then there is ongoing evaluation that guides instruction as with the in-class and interest group activities but there is also a progress report that is sent home two times per year. These reports tell what concepts the students have been working on and highlights their strength areas in their work and describes the students' behavioral functioning.

Evaluation in Type III's

Evaluation in Type III's is ongoing every week of the process to guide the student to their next steps. Students meet with the teacher every week for this purpose. In addition to this just before the product or service is presented to it's audience the Challenge teacher and the student give the student's work a rigorous evaluation for its readiness to meet its public. After that students make improvements to their products or services which then are presented to their respective audiences. The audiences usually give feed back which then guides further improvements. As affirmation of the work the student did in these projects the district has a "Challenge Celebration" once a year for the district at which time the Type III projects are presented to the people of the town. At this time there is much dialogue between the creator of the project and the public. This acts as another evaluation opportunity for the students as their work is seen through the eyes of the townspeople.

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