Assessment and Reporting in the Middle Years Div. LOGO Prairie Rose School Division 2009

Why do schools report to parents? Parents and schools work hand in hand to help children learn. Communicating information about student learning in a clear and meaningful manner is essential to the growth and development of our children.

Communication 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? Many occupations have evolved in different ways- trades, medicine, farming, communication, technology etc… Many occupations have evolved in different ways- trades, medicine, farming, communication, technology etc… Our understanding of how students learn has evolved as well. Our understanding of how students learn has evolved as well. Reporting and assessments now need to reflect what we know about student learning. Reporting and assessments now need to reflect what we know about student learning.

Assessment The purpose of assessment has evolved The purpose of assessment has evolved FromRanking/sorting To Learning and Goal Setting

Research has shown that students learn better when they… Research has shown that students learn better when they… This shift will help our students be prepared for any summative evaluation tasks they are faced with. This shift will help our students be prepared for any summative evaluation tasks they are faced with.

Recent provincial mandates reflect these changes: Grade 7 and 8 provincial assessment in Student engagement, Mathematics and Language arts ( ) provincial assessment provincial assessment New direction from Manitoba Education: Rethinking Student Assessment, Communicating Student Learning documents. Communicating Student Learning Communicating Student Learning Letter from the minister of education regarding Assessment spring 2008

Divisional goals also support these changes Our Divisional Vision states that: “…schools will reflect… 1. Learners emotionally invested in their learning, 2. Learners actively engaged and reflective in their learning, 3. Learners constructing their own learning.”

Prairie Rose School Division has been a leader in the study of assessment Participated in the Regional Assessment Project with Anne Davies ( ) Participated in the Regional Assessment Project with Anne Davies ( ) Developed the Prairie Rose School Division early years report card (2003-today) Developed the Prairie Rose School Division early years report card (2003-today) Piloted the Grade 7 and 8 provincial assessment in Student engagement, Mathematics and Language arts ( ) Piloted the Grade 7 and 8 provincial assessment in Student engagement, Mathematics and Language arts ( )provincial assessment provincial assessment Presented at the National Middle Schools Association Conference, on student assessment Houston Texas Presented at the National Middle Schools Association Conference, on student assessment Houston Texas (November 2007) (November 2007) In-serviced all teachers, support staff and administrators on best practice assessment ( ) In-serviced all teachers, support staff and administrators on best practice assessment ( )

Three Divisional Expectations Report cards are one piece of the assessment pie. The Division’s expectation is that all teachers will communicate with parents and students through: The Division’s expectation is that all teachers will communicate with parents and students through: Conferences Conferences Portfolios Portfolios Report Cards Report Cards Portfolios Reports Conferences

Our next Step Divisions across the province have upgraded their assessment and reporting practices over the last two years. Divisions across the province have upgraded their assessment and reporting practices over the last two years. Prairie Rose School Division piloted a new early years report card in Prairie Rose School Division piloted a new early years report card in In November 2008 the division will be introduced a new middle years report card to be piloted in the school year. In November 2008 the division will be introduced a new middle years report card to be piloted in the school year.

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

How is the New Report Card Different? “Student as a learner” outcomes will be clearly separated from curriculum outcomes. “Student as a learner” outcomes will be clearly separated from curriculum outcomes. Subject areas will have specific performance descriptors Subject areas will have specific performance descriptors Marks will be replaced by a three point performance scale. Marks will be replaced by a three point performance scale.

Student as a Learner The “student as a learner” section of the report card will address your child’s: The “student as a learner” section of the report card will address your child’s: 1. Engagement 2. Study and Work Habits 3. Social Growth. Research has shown that these areas are the building blocks of success in school and later in life. Research has shown that these areas are the building blocks of success in school and later in life.

Student as a Learner Sample

Subject Areas Subject-specific performance descriptors will show your child’s achievement levels Subject-specific performance descriptors will show your child’s achievement levels For example, English Language Arts has been broken down into four categories. See report card. For example, English Language Arts has been broken down into four categories. See report card.

Subject Area Reporting Sample

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

Three Point Scale BE- Beginning to meet expectations Student requires ongoing support. Student requires ongoing support. Seldom meets grade-level expectations independently. Seldom meets grade-level expectations independently. AE- Approaching expectations Student requires support in some areas Student requires support in some areas Frequently meets grade-level expectations independently Frequently meets grade-level expectations independently ME- Meeting expectations Student consistently meets grade-level expectations independently. Student consistently meets grade-level expectations independently.

Three Point Scale Sample

Why use a scale rather than marks? A scale is a more informative indicator of achievement. A scale is a more informative indicator of achievement. Here is an analogy: Your employer observes you at work. The employer takes notes and later tells you that you have achieved a 60%. Here is an analogy: Your employer observes you at work. The employer takes notes and later tells you that you have achieved a 60%. -What does that mean? -What was the target? -What was the target? -What additional information would you need to help you know what you did well and where you could improve?

Self assessment activities that require students to look at their own performance in relation to criteria help students focus on skills. They think about their own learning and take an active role in the assessment process so that they can take more responsibility for their learning. Self assessment activities that require students to look at their own performance in relation to criteria help students focus on skills. They think about their own learning and take an active role in the assessment process so that they can take more responsibility for their learning. Anne Davies, 2000 Anne Davies, 2000

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