1. ASSESSMENT AND REPORTING– INFORMATION FOR STUDENTS Spring 2014

2. A SSESSMENT AND R EPORTING – I NFORMATION FOR S TUDENTS What do we want for our students? Great citizens Desire to impact their family and their community positively Resilience Ability to accept responsibility Good workers Strong reading, writing and numeracy skills Ability to work independently Successful individuals Critical thinkers Ability to be creative Ability to solve complex problems

3. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS What is 21 st Century Learning? Two minute Video Fifteen Minute Video

4. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS How are schools changing? Individualized instruction and goal setting Instant access to information Teachers as facilitators of learning Children prepared for an uncertain future More value attached to 21 st Century learning skills

5. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Preparing for a very different future Adapted from LOCCSD 2012 21 st Century Learning means: -Problem Solving -Learning how to Learn independently -Critical, creative and innovative thinking -Self assessment and goal setting -Communication -Collaboration -Life and Career Skills -Information, media and technology skills

6. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Bloom’s taxonomy Lower level thinking Traditional Education Higher level thinking Schools of the future 21 st Century Learning

7. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Why Do We Have a New Progress Report? Earning to Learning The shift from percentages to levels of learning will provide a pathway to intrinsic motivation and continuous improvement. Preparing for the ‘Real World’ Responding to the needs of modern society and 21stC learning. Students are accountable to the goals and expectations of the Provincial Curriculum, rather than comparing students to each other. Feedback for Learning Giving learners the feedback the information they need to improve, rather than attaching a label to their level of learning Parents as partners in Learning Moving to a common format for reporting which includes high expectations, rigorous standards and clearly defined targets

8. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Middle Years Progress Report CLEAR COMMUNICATION What you have learned Where you need to improve The next steps you need to take FEEDBACK Teachers provide you with regular, descriptive feedback CURRICULUM The Saskatchewan Ministry of Education determines the goals for learning for each grade ASSESSMENT Teachers collect evidence of student learning form many sources. Conversations, Observations, products REPORTING Teachers report on learning in many ways Student conferences Emails Phone calls Portfolios

9. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Middle Years Progress Report Adapted from LOCCSD 2012 SELF ASSESSMENT It is very important that students are able to reflect on their own learning and plan next steps RUBRICS Teachers develop criteria for an assignment that describe what quality looks like BEHAVIOUR AND ACADEMIC ACHIEVEMENT These are both important and reported separately COMMENTS Clear comments are essential for planning next steps in learning POWERSCHOOL Is a piece of software that teachers use to organize their assessment evidence

10. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Progress Report Pilot 5 schools in Prairie Spirit piloted the progress report We collected feedback from parents, teachers and students Students were asked for feedback through focus groups and surveys The final progress report includes changes based on feedback from students, teachers and parents

11. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Progress Report

12. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Progress Report

13. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS The Progress Report

14. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Questions

15. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Percentage Grades “Percentage grading systems that attempt to identify 100 distinct levels of performance distort the precision, objectivity, and reliability of grades. They also create unsolvable methodological and logistical problems for teachers. Limiting the number of grade categories to four or five through an integer grading system allows educators to offer more honest, sensible, and reliable evaluations of students' performance. Combining the grade with supplemental narrative descriptions or standards checklists describing the learning criteria used to determine the grade further enhances its communicative value.” Guskey 2013

16. MIDDLE YEARS PROGRESS REPORT – I NFORMATION FOR S TUDENTS Percentage Grades http://www.youtube.com/watch?v=h-QF9Q4gxVM 1.Reliability – Studies show (Starch and Elliot) that percentage grades assigned for the same assignment by different teachers can vary by more than 40 points 2.Precision – It is difficult, if not impossible, to clearly define 100 discrete levels of achievement 3.Perception - The actual grade distribution on the 100 point scale has narrowed and shifted – an ‘average’ grade in Prairie Spirit is 79.8% 4.Accuracy – Percentage grades frequently give a distorted picture of what students understand and can do – The most recent evidence of learning is most valid 5.Motivation – Grades are extrinsic motivators. Percentages grades provide limited motivation for most students – 21 st Century learners are intrinsically motivated ‘We’re bribing students into compliance instead of challenging them into engagement” (Pink, 2009) 6.Most school systems (K-12) throughout the world grade students using a 4 point scale