Assessment for learning in Waldorf classrooms : how Waldorf teachers measure student progress toward lifelong learning goals / Sara Ciborski, Helen-Ann Ireland.

Includes bibliographical references and index.

Foreword -- Preface -- Part I. Introduction : -- 1. Waldorf education and education reform -- 2. The Waldorf understanding of the purpose of education -- Part II. Waldorf classroom case studies : -- 3. Research objectives and procedures -- 4. How Waldorf teachers set learning goals -- 5. Teaching and making assessments in Waldorf classrooms -- 6. Formal assessments in Waldorf education -- 7. Learning-centred assessment: Waldorf methods in context -- Part III. Accountability in Waldorf education : -- 8. The preparation, profession, and practice of a Waldorf class teacher -- 9. Teacher evaluation in Waldorf Elementary Schools -- 10. Waldorf education and the future of assessment for learning -- Appendices -- A. The nine teachers and their classrooms -- B. Profiles of the schools in the study -- C. The Waldorf curriculum chart -- D. Waldorf curriculum standards -- E. End-of-year narrative report: third grade example -- F. Block description: seventh grade history -- G. The association of Waldorf Schools of North America (AWSNA) -- H. Independent schools, parental choice, and accessibility -- References -- Index.

"This research work is an account of the assessment methods of Waldorf elementary school teachers. It also offers a full discussion Waldorf programs for teacher education, teacher evaluation systems, and requirements for school accreditation—these are what the Waldorf community submits as assurance that Waldorf teachers’ classroom assessments are valid, fair, and reliable. Its audience is mainly a readership of education professionals; to facilitate their better understanding of Waldorf methods the authors translate Waldorf conceptions into the terms and concepts that are standard in the education profession for discussions of student assessment." --Publisher's website.