IMPROVEMENTS IN REPORTING
IN GRADES 1–8
Qualitative Descriptors (Part A)
OCTOBER 2013
Professional Learning Series
• Qualitative Descriptors
• Anecdotal Comments
• Communication
• Yearly Planning for Instruction and Assessment
Report Card Purpose
A report card is a tool designed to communicate a
summary of student learning and achievement to
parents/families.
Reporting
Code
Former Reporting Descriptors for Grades 1–8
A
The student demonstrates achievement of the expected learning outcomes
addressed during the current reporting period.
B
The student demonstrates achievement of most of the expected learning outcomes
addressed during the current reporting period.
C
The student demonstrates achievement of some of the expected learning outcomes
addressed during the current reporting period.
D
The student demonstrates achievement of few of the expected learning outcomes
addressed during the current reporting period.
Reporting
Code
Reporting Descriptors for Grades 1–8
effective September 1, 2013
A
The student demonstrates achievement with thorough understanding and application
of concepts and skills in relation to the expected learning outcomes.
B
The student demonstrates achievement with good understanding and application of
concepts and skills in relation to the expected learning outcomes.
C
The student demonstrates achievement with basic understanding and application of
concepts and skills in relation to the expected learning outcomes.
D
The student demonstrates achievement with limited understanding and application of
concepts and skills in relation to the expected learning outcomes. The student has not
met expectations.
N/A
Not applicable at this time.
INS
Insufficient evidence to report on achievement of the expected learning outcomes.
How do these descriptors differ from the
previous ones?
How do these new descriptors support our
beliefs about effective reporting practices?
What do I have to think about in my practice
so that assessment and evaluation flow
naturally to reporting?
IMPROVEMENTS IN REPORTING
IN GRADES 1–8
Going Deeper with Qualitative
Descriptors (Part B)
A The student demonstrates achievement with
thorough understanding and application of concepts
and skills in relation to the expected learning
outcomes.
• Comprehensive understanding
of concepts and skills
• Routinely* and independently
applies concepts and skills
• Routinely* and independently
makes connections
• Routinely* and independently
reflects upon and applies
learning creatively or
insightfully
*
Routinely as used here, does not reflect
frequency. It is used to imply
automaticity or a habit.
Typically the learner
• understands and skillfully uses
concepts and skills
• does not require prompts or
cues
• makes in-depth connections to
other subjects/life
• internalizes concepts and skills
as a part of his or her thinking
process
B The student demonstrates achievement with good
understanding and application of concepts and skills
in relation to the expected learning outcomes
• Clear understanding of
concepts and skills
• Independently applies concepts
and skills
• Independently makes
connections
• Independently reflects upon
and applies learning
• Developing the ability to apply
learning creatively or
insightfully
Typically the learner
• understands and uses
concepts and skills
• may need some prompts or
cues
• makes clear connections to
other subjects/life
• internalizes some concepts and
skills as a part of his or her
thinking process
C The student demonstrates achievement with basic
understanding and application of concepts
and skills in relation to the expected learning
outcomes.
• Developing understanding of
concepts and skills; gaps in
learning may be evident
• Developing the ability to apply
concepts and skills
• Developing the ability to make
connections
• Developing the ability to reflect
and apply learning
• Approaching achievement of the
learning outcomes
Typically the learner:
• is developing and approaching
achievement of concepts and
skills
• needs prompts and cues to
make connections to other
subjects/life
• concepts and skills are not yet
internalized as part of his or her
thinking process
D The student demonstrates achievement with
limited understanding and application of concepts
and skills in relation to the expected learning
outcomes. The student has not met expectations.
• Beginning to develop
understanding of concepts and
skills
• Beginning to develop the ability
to apply concepts and skills
• Beginning to develop the ability
to make connections
• Experiencing significant
difficulty in relation to the
learning outcomes
Typically the learner
• is experiencing difficulty in
developing concepts and skills
Activity: Going Deeper
1. Highlight the key words that are common to the
descriptors and the elaborations
2. Discuss the meaning of the key words (highlighted) and
their progression.
3. Highlight and discuss the key words that are different in
the descriptors and elaborations.
Questions / Next steps
• Record any questions that staff may have in relation to
the material shared.
• Discuss next steps in professional learning