Student report cards Presentation for Primary School Staff 2007

OUR EDUCATIVE PURPOSE What is powerful to learn? Victorian Essential Learning Standards What is powerful learning and what promotes it? Principles of Learning and Teaching LEARNER How do we know it has been learnt? Assessment Advice Who do we report to? Students Teachers Parents Community System

Blueprint for Government Schools - Victorian Essential Learning Standards - Improved reporting on student achievement Consultation with parents - Difficulties in understanding the language used - Variation from school to school - Understanding clearly what their child has achieved and how they can help Why student report cards?

Part 1: Sample Learning Area page Graphic – domains, ratings, progress Work habits – effort, behaviour Ratings Legend

Key features of the student report card - Parts 2 and 3 What ‘John’ has achieved Areas for improvement/future learning The school will do the following to support ‘John’ in his learning What you can do at home to help ‘John’s’ progress

Key features of the student report card - Parts 2 and 3 continued Attendance Student comment Parent comment

What will the software do? DoE software will: provide the report card template accept scores entered by teachers at the dimension level aggregate dimension scores to provide a domain score produce an A-E rating and a solid achievement ‘dot’ for each domain (dimension in English) produce a hollow progress ‘dot’ indicating achievement 12 months previously.

Standards, progression points and the process of allocating scores Teachers will use the standards, supported by progression points and assessment maps to make an on balance judgement of student achievement at the dimension level. Progression points are indicators of progress towards a standard. With the exception of level 1, there are three within each level (e.g. 3.25, 3.50, 3.75).

Reading 3.25 Students read, interpret and respond to a range of literary, everyday and media texts in print and in multimodal formats about relatively concrete themes. They identify the intended purpose and audience of texts. They locate some of the structures of narratives, reports and arguments. They use strategies that include selecting key ideas, paraphrasing and visualising the more complex sentences, reading on and drawing on some contextual cues. They can predict events and infer possible consequences of actions. They apply evidence from the text and their general knowledge to display literal, inferential and evaluative comprehension. They identify attitudes and beliefs of the different characters and analyse the use of imagery for specific events and characters, plot and setting. They read familiar multi-syllabic words using morphorgraphic knowledge. Reading 3.5 Students read, interpret and respond to a range of literary, everyday and media texts in print and in multimodal format that relate to less familiar contexts and themes. They identify the intended purposes of texts and how they present the attitudes and beliefs of individuals. They define and understand the structures of narratives, reports and arguments. They summarise and review sentences and paragraphs to maintain meaning. They compare two sets of text that relate to the same topic on a range of criteria using literal, inferential and evaluative comprehension. They read less familiar multi-syllabic words and work out their meanings by morphorgraphic features, analogy with known words and semantic and grammatical contexts of the word.

Standards, progression points and the process of allocating scores - continued Teachers use the standards, supported by progression points and samples of student work to make an on balance judgement in a dimension (e.g. reading) and then assign a corresponding score (e.g. 3.25).

Scores and A-E ratings The software will add together and average dimension scores to provide an overall score for the domain. The software will then produce a solid ‘dot point’ indicating achievement against the standard, and an A-E rating based on the domain score, the year level and the semester of reporting.

A-E scale A Well above the standard expected at this time of the year BAbove the standard expected at this time of the year CAt the standard expected at this time of the year DBelow the standard expected at this time of the year EWell below the standard expected at this time of the year

Discussion activity What aspects of our existing reports are included in the student report cards? What aspects are not included? How will we make best use of the student report cards eg: How will we use them to better inform parents about their child’s progress? What are the implications for our planning?

What about.... Students with disabilities? ESL students? Integrated studies, specialist areas or extra curricular activities? Multiple teachers assigning scores? Portfolios?

Website: Software training Assessment Professional Learning Modules Sample report templates Advice on writing comments, developing personal learning goals and student comment Assessment maps, annotated work samples and progression points Support