Our Wildwood, Volume 54

FEATURE A Story of Learning:

How Narrative Assessments Cultivate Lifelong Learners at Wildwood

SEEING THE WHOLE STUDENT

What About Grades?

In addition to academic standards, Wildwood assesses student skills such as preparedness, engagement, independence, responsiveness, and citizenship. These skills are consistent K–12 and reflect the habits and dispositions that support learning across disciplines. For example, a student may demonstrate a strong grasp of mathematical concepts during class discussions and problem solving, while still struggling with organization or consistently turning work in on time. Similarly, a student may thrive in collaborative group work—asking questions, building on others’ ideas, and contributing meaningfully—while finding it more challenging to initiate or complete independent work. Naming these separately allows teachers, students, and families to focus on the right support—without confusing learning gaps with skill development. Melanie reflects on the contrast with more traditional grading systems she experienced earlier in her career. “Giving an 87% never felt sufficient,” she says. “What does that really communicate about a child? Narratives allow me to talk about how a student shows up, how they engage with challenges, and what supports help them do their best work.”

A common misconception is that Wildwood students “don’t get grades.” They do. Students do not receive traditional grades as moment to-moment feedback on learning, but upper school students do receive grades on their transcripts. Wildwood converts mastery levels into GPA-equivalent grades for college applications, ensuring consistency while preserving standards-based assessment. Grades serve an external purpose. Mastery serves a developmental one. uses a published grade translation system that

A TEACHER’S PERSPECTIVE For teachers, writing narrative assessments is an intentional and reflective practice. Eighth grade environmental science teacher Kate Scarborough begins by reviewing each student’s portfolio—summative assessments collected across the semester. “I spread everything out and look for patterns,” she explains. “Where has this student grown? Where are they moving toward mastery? What still needs support?” Fifth grade language arts teacher Melanie Boonstra draws from written work and lived classroom moments—book group discussions, reflections, even student quotes that reveal how a child is thinking. “I want parents to leave knowing exactly where their child is,” she says, “but also how they got there.” Both teachers describe writing as if the student and family were sitting across from them. The narrative becomes a conversation about growth—past, present, and future.

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