ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS

Spring 2014

ASSESSMEN

T AND

REPORTIN

G – IN

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ATION

FOR

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ENTS

What do we want for our students?

Great citizens Desire to impact their family and their community positively Resilience Ability to accept responsibility

Good workers Strong reading, writing and numeracy skills Ability to work independently

Successful individuals Critical thinkers Ability to be creative Ability to solve complex problems

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TSWhat is 21st Century Learning?

Two minute Video

Fifteen Minute Video

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TSHow are schools changing?

• Individualized instruction and goal setting

• Instant access to information• Teachers as facilitators of learning• Children prepared for an uncertain

future• More value attached to 21st Century

learning skills

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TSPreparing for a very different future

Adapted from LOCCSD 2012

21st Century Learning means:

- Problem Solving- Learning how to Learn independently- Critical, creative and innovative thinking- Self assessment and goal setting- Communication- Collaboration- Life and Career Skills- Information, media and

technology skills

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TSBloom’s taxonomy

• Lower level thinking

• Traditional Education

• Higher level thinking

• Schools of the future

• 21st Century Learning

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TSWhy Do We Have a New Progress Report?

Earning to LearningThe shift from percentages to levels of learning will provide a pathway to intrinsic motivation and continuous improvement.

Preparing for the ‘Real World’Responding to the needs of modern society and 21stC learning. Students are accountable to the goals and expectations of the Provincial Curriculum, rather than comparing students to each other.

Feedback for LearningGiving learners the feedback the information they need to improve, rather than attaching a label to their level of learning

Parents as partners in LearningMoving to a common format for reporting which includes high expectations, rigorous standards and clearly defined targets

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TSThe Middle Years Progress Report

CLEAR COMMUNICATION• What you have learned• Where you need to improve• The next steps you need to take

FEEDBACK

Teachers provide you with

regular, descriptive feedback

CURRICULUMThe Saskatchewan Ministry of Education determines the goals for learning for each grade

ASSESSMENTTeachers collect evidence of student learning form many sources. Conversations, Observations, products

REPORTING

Teachers report on learning

in many ways• Student conferences

• Emails• Phone calls• Portfolios

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TSThe Middle Years Progress Report

Adapted from LOCCSD 2012

SELF ASSESSMENTIt is very important that students are able to reflect on their own learning and plan next steps

RUBRICSTeachers develop criteria for an assignment that describe what quality looks like

BEHAVIOUR AND ACADEMIC ACHIEVEMENT

These are both important and reported separately

COMMENTSClear comments are essential

for planning next steps in

learning

POWERSCHOOL

Is a piece of software that

teachers use to organize their

assessment evidence

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TSThe Progress Report Pilot

5 schools in Prairie Spirit piloted the progress report We collected feedback from parents, teachers and students Students were asked for feedback through focus groups

and surveys The final progress report includes changes based on

feedback from students, teachers and parents

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TSThe Progress Report

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TSThe Progress Report

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TSThe Progress Report

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TSQuestions

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TSPercentage Grades

“Percentage grading systems that attempt to identify 100 distinct levels of performance distort the precision, objectivity, and reliability of grades. They also create unsolvable methodological and logistical problems for teachers. Limiting the number of grade categories to four or five through an integer grading system allows educators to offer more honest, sensible, and reliable evaluations of students' performance. Combining the grade with supplemental narrative descriptions or standards checklists describing the learning criteria used to determine the grade further enhances its communicative value.”

Guskey 2013

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TSPercentage Grades

http://www.youtube.com/watch?v=h-QF9Q4gxVM

1. Reliability – Studies show (Starch and Elliot) that percentage grades assigned for the same assignment by different teachers can vary by more than 40 points

2. Precision – It is difficult, if not impossible, to clearly define 100 discrete levels of achievement

3. Perception - The actual grade distribution on the 100 point scale has narrowed and shifted – an ‘average’ grade in Prairie Spirit is 79.8%

4. Accuracy – Percentage grades frequently give a distorted picture of what students understand and can do – The most recent evidence of learning is most valid

5. Motivation – Grades are extrinsic motivators. Percentages grades provide limited motivation for most students – 21st Century learners are intrinsically motivated ‘We’re bribing students into compliance instead of challenging them into engagement” (Pink, 2009)

6. Most school systems (K-12) throughout the world grade students using a 4 point scale