Considering the need for a uniform assessment in the lower elementary grades and our belief that all students learn in unique ways and at different rates, the introduction of using developmental continuums as progress reports for grades Pre-K through 3rd is a natural fit.  A developmental continuum is document that lists a number of observable indicators typical of students around the world within a particular developmental range.  By recording the indicators that have been observed through formal assessments, work samples and teacher observations, the growth of students can be tracked and compared with children of the same age range both inside and outside the BFIS community as continuums are based upon extensive educational research about the typical progression of students within a particular area.

     The developmental continuums that BFIS has decided to use are largely based upon the work of an educational consultant by the name of Bonnie Campbell Hill.  The use of her continuums, published in the work Developmental Continuums in 2001, are an integral part of educational approach at a variety of independent schools both in the United States and international schools, including the American School of London, the International School of Amsterdam and the Jakarta International School. 

     There are many benefits to using developmental continuums.  First, each student is viewed as a unique individual where the focus is primarily on growth and progress over time as opposed to just the summative set of skills a student is able to perform or the grade currently being earned.  Instead, the emphasis is placed upon the path from which a student has come, where he or she currently resides and what the next steps will be in his or her educational progression.  Additionally, because each developmental stage on the continuum represents an age range, it communicates to teachers and parents a more realistic way in which the growth of students takes place.  It is perfectly normal for students to progress at different rates and for that very reason continuums demonstrate that it is not atypical as an example for students between the ages of 4 and 6 or 5 and 7 performing in ways that are similar.   Often times, it is very easy to focus solely on whether a student is performing at a first or second grade level when, for the most part, it is more important to pay close attention to the growth that students are making and ensure that progress is moving forward at a constant rate.

     The primary drawback to using developmental continuums is that the amount of print and detail can initially be overwhelming and the language a bit confusing.  However, after some time to process the information and concretely discuss what the indicators actually mean, scanning the continuum becomes easier with each successive attempt.

     As is the case with any assessment, developmental continuums are not perfect and should be seen as a research-based reference point to assess the growth of a student.  They are meant to provide perspective within a broad context of what it means to develop as an individual and to help measure the progress that each child has made on his or her individual journey.

Please click on the links below to see BFIS Developmental Continuums

Reading Continuum   

Writing Continuum   

Math Continuum

Critical Thinking Continuum