Implementing the Provincial Report Card
Interlake School Division
ACCURATE, MEANINGFUL, and CONSISTENT
1. ACCURATE REPORTINGa. Separating achievement from non-achievementb. Reducing bias and distortion
2. MEANINGFUL REPORTINGa. Organizing grades by goals and reporting
categoriesb. Creating meaningful comments
3. CONSISTENT REPORTINGa. Using common language and common scales
AGENDA
INTRODUCTION
FILM CLIP: Brief History of Report Cards http://www.youtube.com/watch?v=-JjcDt_4f7Q
Assessment of learning• To certify student’s level of learning in relation
to curricular outcomes• Summarize information on student’s
proficiency and progress, used for feedback, reporting, placement decisions
An assessment of achievement to date
What’s the Purpose?
1. ACCURATE
• To reliably communicate about achievement– separate achievement
from non-achievement factors
– reduce factors that distort accuracy, such as bonus marks and penalties
“The Manitoba report card communicates each student’s academic achievementseparately from his or her learning behaviours to accurately report on theirunique strengths and areas for growth.”- Manitoba Education. 2013. Manitoba Provincial Report Card Policy and Guidelines: Partners for Learning. Grades 1 to 12. p. 13
POLICY:
“Non-academic factors such as attitude, effort, and behaviour are not included in the determination of students’ grades.” – p.6
Learning Behaviours• Personal Management Skills– Uses class time effectively, works independently,
completes homework and assignments on time• Active Participation in Learning– Participates in class activities; self-assesses; sets
learning goals• Social Responsibility– Works well with others; resolves conflicts
appropriately; respects self; contributes in a positive way to communities
Rarely Sometimes Usually ConsistentlySCALE:
Two Minute Partnering
• In your handout, view and discuss the example of assessing learning behaviours– Could you use or adapt this format for your
students?– Can you think of observations, conversations, or
written evidence that could contribute to your assessment of learning behaviours?
– How do you plan to gather evidence and communicate about learning behaviours?
Other Implications
1. No group grades2. Clarify your strategies with regard to lowering
grades for late and missing work3. Develop alternatives to giving “Zero” as a
grade because it unduly distorts the average, has a devastating impact on motivation
• Organize evidence by learning goal, not by assessment method (e.g. project, quizzes, tests, homework)
• Yields profile of strengths and weaknesses
2. MEANINGFUL
ELBOW PARTNER
• Our new divisional assessment policy asks that you outline your assessment plan early in the school year
• Discuss with your elbow partner how you will organize evidence of student achievement, and how you will calculate final grades
Activity
With a NEW partner, read the exemplar comments provided from pilot schools• Discuss the content of these comments.• Review whether the sample provides clear use
of language.
• Develop a common understanding of criteria for achievement
• Use common language (i.e., success criteria) to describe similar student performances across time, between students, across schools
3. CONSISTENT
Exploring Potential Benefits• “Coherent framework for
assessment”• “learning strengths and
challenges, … next steps”• “clear communication
with students and parents”
• “positive school-parent relationships”
• “Improved learning”• “Consistency”
DISCUSS: What can we do in Interlake School Division to realize some of the promised benefits of improved assessment and communication?
http://www.edu.gov.mb.ca/k12/assess/docs/report_card/