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

Separate Reporting of Achievement and Learning Behaviours

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:

Learning Behaviours

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

Reporting Grades 1 - 6

Reporting Grades 7 - 8

Reporting on Arts - Update

Reporting Grade 9 – 12

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

Performance Scales

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/