Student Assessment and Reporting

1
Student Assessment and Reporting

• Presentation to Parents
• The New Report Card

2
Background Information

• Edmonton Catholic Schools developed the web-based
  report card over four years
• Teachers provided valuable feedback on an ongoing
  basis with respect to both technological and
  pedagogical issues

3
The New Report Card

• Aligns with current research on assessment
  practices
• Provides specific and descriptive feedback on
  student achievement
• Communicates grade-level outcomes through key
  learner outcomes which are completely aligned
  with provincial programs

4
The New Report Card

• Shows the assessment level for each key learner
  outcome selected
• Includes separate information about a students
  academic achievement, effort and growth as a
  learner

5
Assessment of Learning

• A report card is designed to summarize students
  performance in school.
• The educators job is to make meaning of the
  performances and to present facts, judgments,
  diagnoses, and prescriptions in a concise,
  user-friendly form.
• Grant Wiggins

6
Growth as a Learner

• Social Development
• Works effectively with others
• Respects the property of self and others
• Accepts responsibility
• Plays cooperatively with others
• Demonstrates Christian involvement
• Work Study Habits
• Listens attentively
• Follows directions
• Demonstrates organizational skills
• Strives for quality in class work
• Completes assignments/projects
• Uses class time effectively

• Comments in this area describe social development
  and work habits of the student.

7
Effort Levels

• Applies Extra Effort
• This range describes student engagement in class
  activities and discussion that is exemplified by
  a high degree of positive and meaningful
  participation initiated voluntarily by the
  student. These students are punctual in turning
  in assignments and consistently go beyond the
  stated requirements relative to neatness and
  adherence to conventions.
• Displays Effort Consistently
• This range describes student engagement in class
  activities and discussion that is voluntarily
  initiated by the student but more often initiated
  upon request by the teacher.  These students are
  punctual in turning in assignments and meet the
  stated requirements relative to neatness and
  adherence to conventions.
• Effort is Inconsistent
• This range describes student engagement in class
  activities and discussion only when requested to
  do so or when the request involves some sort of
  gentle persuasion.  These students are
  inconsistent in turning in assignments or do not
  meet the stated requirements relative to neatness
  and adherence to conventions.  Use of this code
  suggests that the teacher will likely want to
  discuss the students effort in the progress
  report conference.
• Requires more Effort
• This range describes student engagement in class
  activities and discussion that is minimal or
  non-existent. These students are not punctual in
  turning in assignments and frequently do not meet
  the stated requirements relative to neatness and
  adherence to conventions.  Use of this code
  suggests that the teacher will likely want to
  discuss the students effort in the progress
  report conference.
•  

8
Special Programs

• Adapted Programming
• The student is working at the enrolled
  grade-appropriate learning outcomes with some
  adjustments to the instructional program. The
  student is not on an Individualized Program Plan
  (IPP).
• Adapted Programming with IPP
• The student is working at the enrolled
  grade-appropriate learning outcomes with some
  adjustments to the instructional program. The
  student is on an Individualized Program Plan
  (IPP).
• Modified Programming with IPP
• The student is working with learning outcomes
  significantly different than the
  grade-appropriate curriculum. The student is on
  an Individualized Program Plan (IPP).

9
Clarifying Terminology

• Formative assessment
• Provides information to students and teachers
  about student learning and progress, and
  direction for improvement and/or adjustment to a
  program
• Includes opportunities for practice and is not
  part of an achievement grade
• (adapted from OConnor,
  2000)

10
Clarifying Terminology

• Summative assessment
• Provides information to students and teachers
  about student achievement at the end of a period
  of instruction
• Is used to determine an achievement grade

11
Academic / Non-academic Factors

• A level of achievement does not directly measure
  dispositions, effort, work and study habits, nor
  good behaviour
• The achievement level is based only on the
  assessment evidence from the student, combined
  with the teachers informed professional
  judgment, based on the most recent information
• Reporting on non-academic factors occurs
  elsewhere on the report card (e.g. Effort, Growth
  as a Learner, comment boxes)

12
New Levels of Achievement
13
Defining the Levels

• Demonstrates suggests that there is measurable
  assessment evidence of student performance.
• Achievement is a students demonstration of
  knowledge, skills and attributes relative to
  grade level curriculum standards.

14
Overall, the New Levels

• Describe the quality of performance
• Clearly connect to program outcomes
• Characterize a level of understanding of
  subject-area content
• Make evident a level of knowledge and skills

15
Aligning the Ranges
16
The Levels of Achievement

• Replace percentages and letter grades, to reflect
  the variety of assessments teachers use (e.g.
  rubrics, unit tests, checklists)
• Are used to assess each key learner outcome and
  there are no aggregate scores for each subject

17
Comments about Progress

• At each reporting period, teachers write
  personalized comments for language arts,
  mathematics and growth as a learner
• All subjects can be commented on if desired
• Comments clarify where children are at

18
Final Thoughts

• Keep asking questions
• Read the newsletter inserts about assessment that
  are sent home each month.
• Know that were here to serve your children well.