Transcript Communicating Student Learning

Communicating Student
Learning
Elementary Report Card Review
Firm Agreements To Date:
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eLuminate will no longer be used
Grades 1 - 6
Digitally formatted (but can be printed)
Parents access tied to PowerSchool (one sign-in)
Percentages will not be used as reporting strategies
“Unable to assess” will be offered
Learner attributes agreed upon
Learner attributes will be reported holistically, effort will not be reported for each
individual subject
All reporting periods will be shown on a final report card
Reporting Achievement of Learner Outcomes will use a 5-point scale
At this time, progress and report cards are the focus of the committee work.
Digital gradebooks/ ePortfolios to follow.
Wording of Achievement Scale agreed upon for levels 1, 2, 3, 4 & 5
This is a living document - willingness to continue to improve and be responsive to
feedback
● Categories will be consistent across grades 1 through 6
● Each category will have grade level descriptors
Assessment vs Reporting
Assessment - Program of Studies
Reporting - Categories
Designed for planning instruction &
assessments
Designed for reporting on student
learning
Many in number
Relatively few in number (4-6 per subject)
Highly specific
Broad and more general
Complicated and detailed
Clear and understandable
Expressed in complex, educator language
Expressed in parent-friendly language
The School Leader’s Guide to Grading, O’Connor (2013)
Reporting Agreement
● Teachers will determine a student’s achievement
level for each category using their professional
judgement informed by an array of assessment
data.
● Teachers will also report on the following Learner
Attributes:
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demonstrates responsibility
cooperates with others
participates
shows organization
strives for quality work
respects self and others
The 5 Point Achievement Scale
for Category Reporting
Achievement Level
Below Expectations
Meeting Expectations
5
4
3
2
1
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At this time the learner is:
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Exceeding learning expectations
Applying concepts in novel or unique learning situations
Independently using skills and strategies
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Meeting learning expectations
Applying concepts in new learning situations
With minimal support, using skills and strategies
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Meeting learning expectations
Applying concepts in familiar learning situations
With reasonable support, using skills and strategies
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Approaching learning expectations
Applying concepts when rehearsed and highly structured.
With high levels of support, using skills and strategies
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Below learning expectations
Having difficulty applying concepts even when rehearsed and highly structured.
Despite high levels of support, is having difficulty using skills and strategies
Unable to Assess Personalized comment to explain the student couldn’t be assessed (ISP,
vacation, illness, other circumstance, key assessments incomplete or missing)
The 4 Point Scale for Reporting
Learner Attributes
1
high levels of
support required
2
moderate support
required
3
little support
required
4
independently
“inconsistently”
“with prompting”
“...often…”
“...consistently...”
Learner Attributes
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Shows organization
Demonstrates responsibility
Cooperates with others
Participates
Strives for quality work
Respects self and others
Reporting Categories
EIPS Report Card Categories are:
● statements, written in parent friendly language, which
outline knowledge and skill areas within each subject;
● consistent across grades. That is, the same categories
will be reported upon in each grade and subject;
● intended to be general and help clarify the ‘what’ of
student learning inherent in Alberta Education
curriculum documents. Categories may use language
that differs from what appears in curriculum
documents.
EIPS Report Card Categories are:
● further described via “Category Descriptors”.
Descriptors will clarify each Category with grade specific
information;
● part of our Communication Student Learning system to
further help teachers and parents to understand a
child’s academic strengths and challenges, and how to
respond to them to support learning;
● in a draft stage at this point in time. Stakeholder
feedback is critical as we continue with our process.
Category Descriptors
Category Descriptors are:
Explanations of categories at each grade level
For example:
o “Understands science concepts” (Category) could list the
units/strands covered with a link to the Alberta Program of Studies
o “Understands what is being read” (Category) in ELA for grade 1,
could have the Descriptor read: “students understand what is being
read aloud to them”.
Category Descriptors will be created in draft form by the CSL Teacher
Working Group; feedback will be requested once this work is complete.
DRAFT ELA Categories (Grades 1-6)
Understands what is read
Reads with fluency and accuracy
Communicates thoughts and ideas
Uses strategies to revise and edit writing
Creates writing which conveys meaning
DRAFT FLA Categories (Grades 1-6)
Understands what is read
Reads with accuracy and fluency
Communicates thoughts and ideas
Uses strategies to revise and edit writing
Demonstrates listening comprehension
Verbally expresses thoughts and ideas
DRAFT Math Categories (Grades 1-6)
Understands math concepts (reported per strand)
Identifies and uses math strategies (reported per strand)
Solves mathematical problems (reported per strand)
Recalls basic math facts (reported each term)
DRAFT Science Categories (Grades 1-6)
Understands science concepts (reported per strand)
Uses scientific investigation skills and reasoning
(reported each term)
DRAFT Social Studies (Grades 1-6)
Understands social studies concepts
Uses research skills to find and evaluate information
Communicates ideas using oral, written, visual and
media literacies
DRAFT Complementary Course Categories
Course
French as a Produces oral and written French language
Second
Comprehends oral and written French
Language
(Grades 4-6) language
Physical
Demonstrates skill development
Education
(Grades 1-6) Demonstrates sportsmanship and fair play
Music
Understands music concepts
(Grades 1-6)
Demonstrates musical skills
DRAFT Complementary Course Categories
Course
Art
Understands art concepts
(Grades 1-6)
Demonstrates artistic skills
Health
Understands health concepts and identifies
(Grades 1-6) health skills
Bible
Understands Biblical concepts
(Grades 1-6)
Memorizes Bible verses
DRAFT Complementary Course Categories
Course
Drama
Understands drama concepts
(Grades 1-6)
Demonstrates performance skills
German
Produces oral and written German
(Grades 1-6)
Comprehends oral and written German
language
Ukrainian
Produces oral and written Ukrainian
(Grades 1-6)
Comprehends oral and written Ukrainian
language
Imagining a Grade 2, Term II,
Report Card: Science
On the next slide we have created an
imagined version of a term II report card for
science. It is meant for illustrative purposes
only.
The words “category” and “descriptor”
would not appear, and it is likely that the
italicized words would be a part of a dropdown menu.
NOTES:
Please note this is an
imagined representation
meant only to illustrate the
direction in which our work
is going.
This imagined
representation is a section
of a term 3 (final) report
that has not been
expanded. An expanded
imagined representation is
on the next slide
The titles of the five strands
would appear all year long
and and the strands would
only be reported once
completed.
NOTES:
The titles of the five strands would
appear all year long and and the
strands would only be reported
once completed.
Strand
Please note this is an imagined
representation meant only to
illustrate the direction in which our
work is going. Comments will not
appear after each subject, but will
likely appear in a single section on
the final page. It is critical to know
that our content will drive our layout
and technology.
Many thanks to the CSL
and Teacher Working
Committees for their
dedicated work and
commitment to our kids.