ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS
Spring 2014
 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
ASSESSMENT AND REPORTING – INFORMATION FOR STUDENTS
What do we want for our students?
Two minute Video
Fifteen Minute Video
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
What is 21st Century Learning?
• 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
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
How are schools changing?
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
Adapted from LOCCSD 2012
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Preparing for a very different future
• Higher level
thinking
• Schools of the
future
• 21st Century
Learning
• Lower level
thinking
• Traditional
Education
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Bloom’s taxonomy
Earning to Learning
The 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 Learning
Giving learners the feedback the information they need to improve, rather than
attaching a label to their level of learning
Parents as partners in Learning
Moving to a common format for reporting which includes high expectations,
rigorous standards and clearly defined targets
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Why Do We Have a New Progress Report?
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Middle Years Progress Report
BEHAVIOUR AND ACADEMIC
ACHIEVEMENT
These are both important
and reported separately
Adapted from LOCCSD 2012
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Middle Years Progress Report
 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
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Progress Report Pilot
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Progress Report
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Progress Report
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
The Progress Report
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Questions
“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
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Percentage 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
MIDDLE YEARS PROGRESS REPORT– INFORMATION FOR STUDENTS
Percentage Grades