Assessment and Reporting Assessment and Reporting in the in the

Middle YearsMiddle Years

Div.Div. LOGOLOGO

Prairie Rose School Division Prairie Rose School Division 20082008

Why do schools report to parents?Why do schools report to parents?

Parents and schools work hand in hand to Parents and schools work hand in hand to help children learn. help children learn.

Communicating information about student Communicating information about student learning in a clear and meaningful manner is learning in a clear and meaningful manner is essential to the growth and development of essential to the growth and development of our children. our children.

CommunicationCommunication

Effective communication informs students, parents and others:

1. About the student’s learning progress and achievement

2. Identifies the next steps in the student’s learning.

Why Update our Report Card?Why Update our Report Card?

Many occupations have evolved in different Many occupations have evolved in different ways- trades, medicine, farming, ways- trades, medicine, farming, communication, technology etc…communication, technology etc…

Our understanding of how students learn Our understanding of how students learn has evolved as well. has evolved as well.

Reporting and assessments now need to Reporting and assessments now need to reflect what we know about student reflect what we know about student learning.learning.

AssessmentAssessment

The purpose of The purpose of assessment has assessment has evolvedevolved

FromFrom

Ranking/sortingRanking/sorting

ToTo

Learning and Learning and Goal SettingGoal Setting

Research has shown that students learn better Research has shown that students learn better when they…when they…

This shift will help our students be prepared for This shift will help our students be prepared for any summative evaluation tasks they are any summative evaluation tasks they are faced with.faced with.

Recent provincial mandates reflect these Recent provincial mandates reflect these changes:changes:

Grade 7 and 8 Grade 7 and 8 provincial assessment provincial assessment in Student in Student engagement, Mathematics and Language arts engagement, Mathematics and Language arts (2004-2005)(2004-2005)

New direction from Manitoba Education: New direction from Manitoba Education: Rethinking Rethinking Student Assessment, Student Assessment, Communicating Student LearningCommunicating Student Learning documents. documents.

Letter from the minister of education regarding Letter from the minister of education regarding Assessment spring 2008Assessment spring 2008

Divisional goals also support these Divisional goals also support these changeschanges

Our Divisional Vision states that:Our Divisional Vision states that:

“…“…schools will reflect…schools will reflect…

1.1. Learners emotionally invested in their Learners emotionally invested in their learning,learning,

2.2. Learners actively engaged and reflective in Learners actively engaged and reflective in their learning, their learning,

3.3. Learners constructing their own learning.”Learners constructing their own learning.”

Prairie Rose School Division has been a Prairie Rose School Division has been a leader in the study of assessmentleader in the study of assessment

Participated in the Regional Assessment Project with Participated in the Regional Assessment Project with Anne Davies (2005-2007)Anne Davies (2005-2007)

Developed the Prairie Rose School Division early years Developed the Prairie Rose School Division early years report card (2003-today)report card (2003-today)

Piloted the Grade 7 and 8 Piloted the Grade 7 and 8 provincial assessment provincial assessment in in Student engagement, Mathematics and Language arts Student engagement, Mathematics and Language arts (2004-2005)(2004-2005)

Presented at the National Middle Schools Association Presented at the National Middle Schools Association Conference, on student assessment Houston TexasConference, on student assessment Houston Texas

(November 2007)(November 2007) In-serviced all teachers, support staff and administrators In-serviced all teachers, support staff and administrators

on best practice assessment (2005-2008)on best practice assessment (2005-2008)

Three Divisional ExpectationsThree Divisional Expectations

Report cards are one piece Report cards are one piece of the assessment pie.of the assessment pie.

The Division’s expectation The Division’s expectation is that all teachers will is that all teachers will communicate with communicate with parents and students parents and students through:through:

ConferencesConferences PortfoliosPortfolios Report CardsReport Cards Portfolios

Reports Conferences

Our next StepOur next Step

Divisions across the province have Divisions across the province have upgraded their assessment and reporting upgraded their assessment and reporting practices over the last two years.practices over the last two years.

Prairie Rose School Division piloted a Prairie Rose School Division piloted a new early years report card in 2005-2006.new early years report card in 2005-2006.

In November 2008 the division will be In November 2008 the division will be introducing a new middle years report card introducing a new middle years report card to be piloted in the 2008-2009 school year.to be piloted in the 2008-2009 school year.

Our new middle years report card will be Our new middle years report card will be implemented in all schools in Prairie Rose implemented in all schools in Prairie Rose School Division.School Division.

How is the New Report Card How is the New Report Card Different?Different?

““Student as a learner” outcomes will be Student as a learner” outcomes will be clearly separated from curriculum clearly separated from curriculum outcomes. outcomes.

Subject areas will have specific Subject areas will have specific performance descriptors performance descriptors

Marks will be replaced by a three point Marks will be replaced by a three point performance scale.performance scale.

Student as a LearnerStudent as a Learner

The “student as a learner” section of the The “student as a learner” section of the report card will address your child’s:report card will address your child’s:

1. Engagement1. Engagement

2. Study and Work Habits2. Study and Work Habits

3. Social Growth.3. Social Growth.Research has shown that these areas are Research has shown that these areas are

the building blocks of success in school the building blocks of success in school and later in life. and later in life.

Student as a Learner SampleStudent as a Learner Sample

Subject AreasSubject Areas

Subject-specific performance descriptors Subject-specific performance descriptors will show your child’s achievement levelswill show your child’s achievement levels

For example, English Language Arts has For example, English Language Arts has been broken down into four categories. been broken down into four categories. See report card.See report card.

Subject Area Reporting SampleSubject Area Reporting Sample

Evidence Evidence •The level of achievement indicated on the report card will be supported by evidence collected throughout each term.

•This evidence may take the form of: -Student work samples-Tests/ Projects-Portfolios -Rubrics/ criteria

Performance ScalePerformance Scale

The report uses a three point scale to describe a The report uses a three point scale to describe a student’s academic achievement based on student’s academic achievement based on evidenceevidence from from products, observations, products, observations, and and conversationsconversations in each subject area. in each subject area.

Three Point ScaleThree Point Scale

BE-BE- Be Beginning to meet outcomesginning to meet outcomes Student requires ongoing support.Student requires ongoing support. Seldom meets grade-level expectations independently.Seldom meets grade-level expectations independently.

AP- AP- ApApproaching outcomesproaching outcomes Student requires support in some areasStudent requires support in some areas Frequently meets grade-level expectations Frequently meets grade-level expectations

independentlyindependently

ME- ME- MeMeeting outcomeseting outcomes Student consistently meets grade-level expectations Student consistently meets grade-level expectations

independently.independently.

Three Point Scale SampleThree Point Scale Sample

Why use a scale rather than Why use a scale rather than marks?marks?

A scale is a more informative indicator of A scale is a more informative indicator of achievement.achievement.

Here is an analogy: Your employer observes you Here is an analogy: Your employer observes you at work. The employer takes notes and later tells at work. The employer takes notes and later tells you that you have achieved a 60%.you that you have achieved a 60%.

-What does that mean? -What does that mean? -What was the target?-What was the target?

-What additional information would you -What additional information would you need to help you know what you did well and need to help you know what you did well and where you could improve? where you could improve?

Self assessment activities that require Self assessment activities that require students to look at their own performance students to look at their own performance in relation to criteria help students focus in relation to criteria help students focus on skills. They think about their own on skills. They think about their own learning and take an active role in the learning and take an active role in the assessment process so that they can take assessment process so that they can take more responsibility for their learning.more responsibility for their learning.

Anne Davies, 2000Anne Davies, 2000

Students can reach any target that they Students can reach any target that they know about and that holds still for them.know about and that holds still for them.

Rick Stiggins Rick Stiggins