1. Information Session for Parents Assessment Practices New Elementary School Report Card
Fort McMurray Public School District

2. Why do we need a new report card?
Our goal, as teachers of the Fort McMurray Public School District, is to improve student achievement. In our journey to reach this goal, we have changed some of our assessment practices in order for our assessments to be more timely, accurate and informative. It was recognized that our major reporting tool, the report card, did not necessarily reflect our new assessment practices. Thus, we needed to change the report card in order to support student achievement.

3. A Sample Subject Report of Achievement
Grade 3 Mathematics Number
Sequence numbers using various multiples and starting points
Approaching
Represent and describe numbers up to 1000 in a variety of ways
Meets
Compare and order numbers up to 1000
Estimate quantities less than 1000 using referents
Illustrate in a variety of ways the meaning of place value for numbers up to 1000
Beginning
Demonstrate an understanding of addition and subtraction up to 1000
Comment:
Although Robert is meeting many of the Number outcomes, his absences have caused him to miss some key learning.
While both types of assessment are important and necessary, there is
evidence that the best way to impact student achievement is through
effective formative assessment. Research by Black and William (1998)
suggests:
• there must be a good match between teaching goals and assessment
practices
• advice to students on how to improve is at least as important as giving
marks
• assessment should focus on students’ personal improvement, rather
than competition
• teachers should analyze students’ work to discern their learning needs
• students need opportunities for self-reflection
• feedback should contain three elements:
– recognition of desired goals
– evidence about the present position
– how to close the gap between the two
• feedback should be part of the students’ self-reflection.
From FSL Guide to Implementation — Nine-year Course Sequence (4-6) p.124, Interim Edition 2005

4. Does the following make sense to you?
Percentages are fine in themselves but when they are combined and averaged, then they lose their accuracy.

5. The following are your results after a check up:
Weight: 71 kg
Body temperature: 38oC
Cholesterol: 7
Suppose I was asked to go outside to assess the weather.
I have good measurement instruments and I use them properly.
I collect this information.
Blood pressure: 120/60
Body Mass Index: 25

6. Numbers or percentages are not useful for summarizing varied information
Cholesterol: 7
Your health is…
82%
Blood pressure: 120/60
Weight: 71 kg
Body temperature: 38oC
But then I do something strange.
I average all these numbers and come up with one number.
This number, based on carefully collected data and accurately calculated has no meaning.
Body Mass Index: 25

7. This is how we used to assess our students on a report card.
Reading fluently 92%
Reading with comprehension 47%
But then I do something strange.
I average all these numbers and come up with one number.
This number, based on carefully collected data and accurately calculated has no meaning.
Writing conventions 83%
Writing content 54%

8. Numbers or percentages are not useful for summarizing varied information
Reading with comprehension 47%
Reading fluently 92%
Writing conventions 83%
Writing content 54%
But then I do something strange.
I average all these numbers and come up with one number.
This number, based on carefully collected data and accurately calculated has no meaning.
Make the number 75.
Language Arts Grade: 69%

9. We recognized that averaging all of a student’s end products was not giving an accurate or fair picture of a student’s learning. Our assessment practices needed to change.

10. Assessment Triangle Watching what students are doing as they learn.
Observation of Process
Collection of Products
Conversations
Watching what students are doing as they learn.
Observation of process is really the day to day observations the teacher makes as the students learn. It can be anything the student shows that they can do or the teacher asks them to do both formal and informal.
Collection of products are the pieces of work the teacher collects as evidence of the students learning.
Conversations can be between the student and teacher, but could also be listening to the student speak to others, or reading about something the student wrote about their learning.
Listening to what students have to say about their own learning.
Various types of evidence to show what students can do.

11. Implementation Schedule
Fort McMurray Public School District Elementary Report Card
Implementation Schedule
Grade 1 through Grade 6 report card will be implemented for the school year.
EIPS had developed its own outcomes-based report card, but is letting it go in preference for this one:
- cheaper, more sophisticated software, easier to update and keep current
- adopted by elementary principals in November 2006.
- about 6 school districts are using the same web based delivery system which has been developed by ECSD; others are developing similar report cards around the province

12. The purpose of a report card is to…
accurately record a student’s strengths and areas of need
reflect a child’s level of achievement in relation to the curriculum outcomes
provide accurate information about a student’s personal growth and learning behaviours
assist students, teachers and parents in planning future goals for the student
The principle behind this kind of reporting is to compare each students’ achievement to stable standards, expectations or levels…rather than to the achievement of other students.
The determination of a student’s achievement should be made independently of the achievement of other students.

13. The purpose of a report card is not…
…to compare a child’s achievement to the achievement of other students in the class or grade
The principle behind this kind of reporting is to compare each students’ achievement to stable standards, expectations or levels…rather than to the achievement of other students.
The determination of a student’s achievement should be made independently of the achievement of other students.

14. Key Features of the Report Card
outcomes-based
achievement
learner behaviours
EIPS was developing its own outcomes-based report card, but is letting it go in preference for this one:
- cheaper
- unanimously adopted by elementary principals in June 2005.
Students in grade 3 this year, and their parents, are very familiar with this type of report card.
Grade 1 and 2 teachers are very familiar with this type, too.

15. What are Outcomes?
Outcomes, or learning outcomes, are statements that describe what students are expected to know and be able to do.
Outcomes are from the Alberta curriculum (Program of Studies) for each subject.

16. Examples of Key Learning Outcomes for Alberta’s Students
Gr 1 Language Arts
Use a variety of strategies and cues to comprehend texts
Gr 2 Social Studies
Appreciate the diversity and vastness of Canadian geography in shaping identity
Gr 3 Health
Use resources to manage and explore life roles and career opportunities
Gr 4 Science
Recognize and combine the colours of light
Gr 6 Physical Education
Acquires skills through activities: games, dance and outdoor pursuits
Gr 5 Mathematics
Describe and extend increasing and decreasing patterns

17. Examples of Outcomes for Nurses
Here is a similar excerpt for nurses in Alberta.

18. Examples of Outcomes for Electricians

19. Do you have examples of
outcomes that need to be
met in your career?

20. Outcomes on the Report Card
Grade 3 Mathematics - Number
Sequence numbers 0 – 1000 using various multiples
and starting points
Represent and describe numbers up to 1000 in a variety of ways
Compare and order numbers up to 1000
Estimate quantities less than 1000 using referents
Illustrate in a variety of ways the meaning and place
value of numbers up to 1000
Demonstrate an understanding of addition and
subtraction up to 1000
This is what the report card looks like for outcomes and achievement levels.
Replace these outcomes with grade 6 KLOs from the database

21. What are Achievement Levels?
Achievement is an indicator of learning.
Learning is based on outcomes (Alberta’s Program of Studies).
Students achieve at different levels.

22. Achievement Levels for Curricular Outcomes
Proficient
Meets
Approaching
Beginning
Wow!
The student demonstrates an in-depth and broad understanding of grade level outcomes.
Yes!
The student consistently demonstrates an understanding of grade level outcomes.
Yes, but
The student demonstrates progress toward consistently meeting grade level outcomes.
These explanations of the achievement levels (and the levels used for Effort and Learner Attributes) are reproduced in the report card to help parents understand it.
Not yet
The student is beginning to demonstrate an understanding of grade level outcomes.

23. Achievement Levels for Curricular Outcomes
Grade 3 Mathematics Number
Mr. E
Sequence numbers using various multiples and
starting points
Meets
Represent and describe numbers up to 1000 in a variety of
ways
Approaching
Compare and order numbers up to 1000
Estimate quantities less than 1000 using referents
Illustrate in a variety of ways the meaning of place value
for numbers up to 1000
Beginning
Demonstrate an understanding of addition and subtraction
up to 1000
This is what the report card looks like for outcomes and achievement levels.

24. Learning Behaviours

25. What are the levels of learning behaviours?
Learning behaviours reflect the effort a student applies/demonstrates.
Examples of learning behaviours are:
resolves problems
listens attentively
uses time efficiently
completes assignments and homework
Learning behaviour includes the learning processes students use as well as their effort.

26. Levels of Learning Behaviours
Consistently
The student consistently apples and demonstrates effort towards learning
Generally
The student generally applies and demonstrates effort towards learning
Requires Attention
The student needs to apply and demonstrate more effort towards learning.

27. Purpose of Teacher Comments
Teachers may use comments to elaborate on:
achievement
learning behaviours
progress
goals
(For example, academic concerns, absenteeism, etc.)

28. The elementary report card is an effective tool because it
provides information that supports students’ learning
connects directly to the Program of Studies
is integrated with best practices in assessment for, as and of learning