Assessment and final reports in foreign language lessons

Abstract

Waldorf schools strive to create learning opportunities for well-rounded growth of the individual through the faculties of thinking, feeling and willing. Assessment, as perceived and practised in these schools, should in the first place be a means of supporting learning and development. Waldorf assessment abstains from grading, is qualitatively oriented, and deals with academic achievements as well the pupils’ artistic, emotional and physical development, both individually and as a group. This illustrative case study examines essential theoretical principles regarding assessment in Waldorf pedagogy and how these are practically implemented in a Czech elementary Waldorf school. Its empirical aim is to explore final reports from English as a foreign language in primary and lower-middle school and study how they reflect and respect the essential theoretical principles regarding assessment at Waldorf schools.