PBATs, not just Regents Exams
The Kurt Hahn School is a member of the NY Performance Standards Consortium, a group of schools granted alternative graduation requirements. Instead of one-size-fits-all standardized assessments, Kurt Hahn students complete Performance Based Assessment Tasks, or PBATs, based on in depth reading, research, problem-solving and writing in English, Social Studies, Math and Science
PBATs are authentic, time-intensive, in-depth research projects and papers that require students to think like historians, solve problems like mathematicians, conduct experiments the way scientists do, critically interpret works of literature, and speak and write clearly and expressively. Students complete PBATs in place of Regents Exams in all subjects except English.
Performance Based Assessment Tasks known as PBATs are tasks that require students to demonstrate accomplishment in analytic thinking, reading comprehension, research writing skills, the application of mathematical computation and problem-solving skills, and the utilization of the scientific method in undertaking science research. PBATs are authentic, time-intensive, in-depth research projects and papers projects that require students to:
- think like historians;
- solve problems like mathematicians;
- conduct experiments the way scientists do;
- critically interpret works of literature;
- speak and write clearly and expressively.
PBATs help to better prepare students to succeed in college. A performance assessment more closely resembles the work that students must do to compete and stay in college than any standardized test. As a result, Consortium schools have higher graduation rates and higher acceptance rates to competitive colleges and universities compared to the citywide average. In addition, graduates of PBAT schools stay in college longer than students from traditional schools.
Twice a year students present their strengths, growth areas, and goals to an audience of their peers, teachers, and families. These Student-Led Conferences take the place of traditional parent-teacher conferences, and keep students accountable for their own academic performance and allow students to take the lead in their own learning.
Roundtables & Passages
Beyond Student-Led Conferences, students present their work and learning to a variety of audiences. During Roundtables, pairs of students present and reflect on their work and growth to two evaluators. At the end of 10th grade, students collect evidence and share reflections to prove their readiness for the upper grades in a Passages presentation to a panel of 11th and 12th grade students and teachers.