ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS Spring 2014.
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Transcript of ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS Spring 2014.
ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS
Spring 2014
ASSESSMEN
T AND
REPORTIN
G – IN
FORM
ATION
FOR
STUD
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSWhat is 21st Century Learning?
Two minute Video
Fifteen Minute Video
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
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DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSBloom’s taxonomy
• Lower level thinking
• Traditional Education
• Higher level thinking
• Schools of the future
• 21st Century Learning
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
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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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
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R STU
DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSThe Progress Report
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSThe Progress Report
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSThe Progress Report
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
TSQuestions
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
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DEN
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
MID
DLE YEARS PRO
GRESS REPO
RT– INFO
RMATIO
N FO
R STU
DEN
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