Parkland School Division
K-9 Report Card
COLLABORATE
CREATELEARN
Presentation Overview
 Home – School Communication: a
comprehensive approach
 Key features of the report card
 Assessment and reporting alignment
Home-School Communication
The report card is one means of reporting achievement and it
should be considered within a comprehensive approach.
Other ways include:
 Comments about
students’ work
 Collection of students’
work
 Phone calls
 E-mails
 Meetings
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Notes in agenda
Students’ learning log
Meet-the-Staff night
Student-led conferences
Individual program plans
Parent-teacher interviews
Portfolios
Home-School Communication
The purpose of a report card…
 is to provide an accurate interpretation of
your child’s achievement on graded
curriculum.
 is to assist parents with an understanding of
areas of strength, areas for growth and
strategies for improvement.
Home-School Communication
The purpose of a report card is not…
 to compare a child’s achievement to the
achievement of other students in the class
or grade.
Key Features of the Report Card
 Curriculum-Based
 Focuses on the ‘how’ of learning,
not just the ‘what’
What is “Curriculum-Based”?
 Reflective of Alberta Education learning
outcomes which are statements that describe
what students are expected to know and be able
to do
 Honours assessment practices that align with the
outcomes
What is “Curriculum-Based”?
Alberta
Education
Assessment is not….
* An accounting task
Assessment is ….
* An investigative process
* The process of collecting and interpreting
information
Assessment
Students demonstrate their learning: by
doing, saying, making and writing (drawing)
Teachers notice students’ learning:
observing students, discussing with students,
examining students’ products
Teachers use a variety of methods for recording
what they identify about students’ learning
“All of the individual
pieces of evidence
are considered as
teachers apply their
professional
judgment to
determine which
indicator on the
report card is most
appropriate.”
David Harvey
What are the Indicators & Descriptors?
 Indicators are achievement levels that
show growth along a continuum.
 Descriptors provide an explanation of
the indicators.
Indicators of Achievement
Exemplary
Proficient
Approaching
Beginning
Indicators & Descriptors
Exemplary
Proficient
Approaching
Proficiency
Beginning
WOW!
YES!
Applies new concepts in a wide variety
of learning situations, has in-depth
understanding and uses skills and
strategies independently
Applies new concepts in most learning
situations, has thorough understanding
and uses skills and strategies with little
support
Yes, but
Applies new concepts in some learning
situations, has general understanding
and uses skills and strategies with
moderate support
Not Yet
Rarely applies new concepts, and has
limited or incomplete understanding and
consistently requires high levels of
support
Comments
Teachers use comments to:
 Identify significant student strengths, areas for
growth and strategies for improvement.
 Articulate other relevant information.
Many outcomes cannot be assessed using traditional
tests. For example:
• Uses inquiry skills such as asking questions, making predictions and
observing to investigate scientific questions
• Builds, tests, and changes watercrafts that float, carry loads and are
stable in water
Grade 2 Science
• Take appropriate action and initiative when required in decision-
making and problem-solving scenarios
• Critically evaluate ideas, information and positions from multiple
perspectives
Grade 9 Social Studies
• Select and explain preferences for particular forms of oral, print and
other media texts
• Use the meanings of familiar words to predict the meanings of
unfamiliar words in context
Grade 5 Language Arts
Numbers or percentages are not useful for
summarizing varied information
Weight – 71kg
Body Temperature – 38oC
Body Mass Index - 25
Blood Pressure – 120/80
Cholesterol - 7
Numbers or percentages are not useful for
summarizing varied information
Blood Pressure – 120/80
Your health is
… 57%
???
Numbers or percentages are not useful for
summarizing varied information
Reading Fluency – words/min
Reading Comprehension – 57%
Reading Comprehension –
Rubric (with indicators)
Writing Conventions - checklist
Writing Content - teacher
feedback
Numbers or percentages are not useful for
summarizing varied information
Reading Comprehension –
Rubric (with indicators)
Language Arts
grade is …
68%
???
The curriculum-based report card is an
effective tool because:
 it provides information that supports students’
learning;
 it connects directly to the Alberta Education
Programs of Study;
 it is aligned with best practices in assessment.
What to Expect
Teachers and schools will continue to engage in
conversations with parents as we assist them in
understanding the new report card. These
conversations may include:
 Grade level parent sessions
 Meet the Teacher night
 After school “coffee & cookie” conversations