Changes to Assessing and Reporting

Shawn WhyteAssessment Coach

Some TermsMark/Score

◦This is when a task (essay, project, assignment) is given a mark.

Grade◦The overall mark or scoring for an

outcome and a course

Some TermsFormative Assessment

◦This is diagnostic or practice work◦Small pieces of Outcomes◦Allows students to practice ◦Gives students feedback on what

they have done well, what needs improving

◦Allows teachers to check understandings and re-teach, or move on accordingly

Some TermsSummative Assessment

◦This is work that counts towards grades for outcomes and overall courses.

◦Large pieces or whole Outcomes

Some TermsOutcomes

◦The goals of the curriculum – what students need to know, do, and understand

◦Thematic pieces such as writing, or reading

Indicators◦The specific skills and knowledge

needed to meet an outcomeRubrics

◦Marking guides using indicators as the criteria

4 Point GradingThe 4 levels are about amount and

depth of knowledge, understandings, and skills

Level 1 – Beginning.◦Students here have some basic

understandings, but need much more helpLevel 2 – Approaching

◦Students here have a good grasp of basic knowledge or skills, now may need help applying and using that information

4 Point GradingLevel 3 – Proficient

◦Students who are proficient have all of the Level 2 criteria as well as having deeper understandings and applied skills.

◦Applying, solving, explaining.Level 4 – Mastery

◦Students at the mastery level are able to extend their understandings and skills by finding connections to self, community, other areas of study, etc.

◦ Justify, create, connect.◦Does not mean perfect – it is a mastery of

an outcome for their level

4 Point GradingWhen students are marked using

a 4 point rubric, their level indicates they have achieved all criteria for that level, including the level(s) below.

A level 3 indicates that they have shown all of level 3 criteria, as well as levels 2 and 1.

A 2.5 means they have all of level 2 criteria, and have some of level 3.

Marking By OutcomeThe 4 point grading system is based

on observable criteria (indicators and outcomes)

The criteria becomes the provincial curriculum documents instead of teacher’s own

If a student is able to show evidence that he or she meets a Level 3 (through a rubric) then that student is considered “Proficient”

Marking By OutcomesA level 3 in one school should be

equivalent to a level 3 in anotherSome students may be proficient

immediately, and some may need much work and help to achieve that level.

If a student can reach a 3 easily, teachers will give that student an opportunity to reach a level 4

3 is our goal – we want all students to be proficient

Marking By OutcomesWe are comparing how students

are achieving The Outcome, not how they are doing in relation to each other.

Class average does not matter

Students and OutcomesWhen criteria of achievement is

shared with students through rubrics and examples, students can now self-assess and reflect on what they need to achieve

Students are also given formative opportunities to practice, and reassessments to improve their summative marks

Student-Led ConferencesBecause students can self-assess, they

can also articulate how they have improved and how they can continue to improve.

Teachers facilitate and assist students in sharing their progress and goals with their parents.

Students lead the meeting. It’s about his/her learning and the evidence he/she can give to show their level.

ZerosZeroes do very little to motivate studentsIt becomes an excuse to not do the work.

“I will take the zero”A zero isn’t good enough. The work must

be done.

Instead we use Incomplete (INC) or Insufficient evidence (IE). This gives a student a chance to complete the work.

In grades 10-12 – an incomplete at the end of a course means loss of credit for that course.

The Report CardOne piece of communication

about student achievement.

Report Card Format K-9

Grades 10-12 Some teachers are choosing to

grade using a 4 point rubricThe Ministry of Education

requires a final percentage for each course, regardless of the course’s configuration (outcomes in new courses or objectives in old courses)

Teachers need to convert reliably and consistently across the division from a 4 point grade to a percentage

Grade 10-12The conversion table has been

made by looking at other divisions within and outside of Saskatchewan.

It is aligned as best as possible so there is some consistency throughout western Canada.

Grade 10-121 – 40%1.5 – 50%2 – 60%2.5 – 70%3 – 80%3.5 – 90%4 – 100%The outcome marks are converted to a

percentage at the end of the course, and all outcomes are averaged for an overall mark.

Only at the end of a course will there be an overall grade.

Grade 10-12These conversions are to indicate

what level of understanding a student has for their grade level

A 4, or 100%, does not mean perfect. It means mastery and deeper understandings at their grade level.

Final thoughtsThis change in grading increases

students’ engagement and learning in a classroom.

It is more specific and attainable for students who want a higher mark

It forces students to start thinking about what they are learning, not just regurgitating and memorizing.