Progress Report Card 1 The Progress Report Card September, 2011.
-
Upload
amberlynn-alice-chapman -
Category
Documents
-
view
241 -
download
0
Transcript of Progress Report Card 1 The Progress Report Card September, 2011.
Progress Report Card 1 Progress Report Card 1
The Progress
Report Card
September, 2011
Progress Report Card 2 Progress Report Card 2
Agenda• Introduction and Overview -15 minutes• Activities 1 and 2 - 45 minutes• Activity 3 (with break) – 60 minutes• Assessment For/As/Of Learning Definitions - 15 minutes• Activity 4 - 60 minutes• LUNCH• Summarizing AM and Connecting With PM- Progressing Well,
Progressing Very Well, Progressing With Difficulty- 30 minutes• Activity 5 - 60 minutes• Debriefing Activity - 15-20 minutes• Team Time - 30 minutes• Last Words/Parking Lot/AER Gains Site - 15 minutes
Progress Report Card 3 Progress Report Card 3
Purpose of Session
• To clarify policy• To assist in the process of completing the
Progress Report Card• To confirm what’s going well
“The Progress Report Card gave me the freedom to teach” (Ontario teacher)
Progress Report Card 4 Progress Report Card 4
Session Learning Goals
We are learning:• To align effective practices in assessment
for/as learning with the Elementary Progress Report Card
• To develop and use common language regarding the Elementary Progress Report Card
• To develop criteria for writing effective comments
• To develop a process for writing personalized, clear, precise and meaningful comments
Progress Report Card 5 Progress Report Card 5
Elementary Progress Report Card
• Based on two years of provincial consultations with teachers, parents, principals, and students
• Facilitates better communication among parents, teachers, and students
Progress Report Card 6 Progress Report Card 6
Elementary Progress Report Card Provides an opportunity to:• Conduct and provide feedback related to
assessment for learning and assessment as learning;
• Establish a positive relationship between teachers, parents, and students;
• Involve parents as partners in a conversation about learning and assessment, and what they can do to support their child’s learning.
Progress Report Card 7 Progress Report Card 7
Elementary Progress Report Card Provides an opportunity to:• Identify strengths and areas for improvement in
student progress early in the school year • Develop strategies to
– improve student learning;– involve students in the improvement of their
own learning (e.g., through self-assessment and goal setting).
Progress Report Card 8 Progress Report Card 8
Differences Between the Progress Report Card and the Provincial Report Card
Elementary Progress
Report Card
Elementary Provincial Report Card
Reporting Period: September to October/November
Reporting Periods: October/November to January/February; January/February to June
Shows a student’s general progress in working towards the achievement of the curriculum expectation in all subjects
Shows a student’s achievement at two points in a school year (First provincial report card reflects achievement from September to January/February)
Progress Report Card 9 Progress Report Card 9
Differences Between the Progress Report Card and the Provincial Report Card
Elementary Progress
Report Card
Elementary Provincial Report Card
When appropriate, teachers are encouraged to collaborate in generating comments to provide a holistic profile of the student. Teachers are not required to comment on all subjects
Each subject area has a comment box. Teachers may individually provide comments for every subject/strand taught
Emphasis on assessment for/as learning and a focus on learning skills and work habits
Emphasis on assessment of learning (evaluation) with a continued emphasis on learning skills and work habits
Progress Report Card 10 Progress Report Card 10
Elementary Progress
Report Card
Elementary Provincial
Report Card
Report cards indicate whether students are progressing with difficulty, progressing well, or progressing very well
Report cards have charts showing alignment of levels of achievement with letter grades and percentage grades
Differences Between the Progress Report Card and the Provincial Report Card
Progress Report Card 11 Progress Report Card 11
Similarities• Provides descriptive feedback on development
related to the six learning skills and work habits and achievement towards/of the curriculum expectations. Feedback is descriptive and evidence-based.
• Comments focus on strengths and next steps for improvement.
• Comments identify specific strategies and /or interventions required as next steps.
Progress Report Card 12 Progress Report Card 12
Similarities• Provides opportunities for communication with
parents and students and builds a partnership with home and school.
• Comments are personalized, precise , and written in parent-friendly language.
• Reports are based on criterion-referenced evidence from the provincial curriculum
Progress Report Card 13 Progress Report Card 13
Assessment For/As Learning Practices
Learning Goals
Success Criteria
Descriptive Feedback
Peer- and Self-Assessment
Individual Goal Setting
Gathering Inform
ationEn
gine
erin
g eff
ectiv
e qu
estio
ns,
conv
ersa
tions
and
lear
ning
task
s
Progress Report Card 14 Progress Report Card 14
Assessment for/as LearningAfter watching this video, discuss with your
elbow partner what report card comments you
would write based on the interactions of students
and teachers in the classroom.
http://www.edugains.ca/newsite/aer2/aervideo/learninggoals.html
Segment 1 – The Foundation of Assessment for Learning (3:18-4:40)
Progress Report Card 15 Progress Report Card 15
Minds On
“Studies show that students perform better in school if their parents or guardians are involved in their education. This is the basis for the principle that students and parents should be kept fully informed about the student’s progress.”
(Growing Success: Assessment, Evaluation, And Reporting In Ontario Schools, p. 8)
Placemat Activity 1
Progress Report Card 16 Progress Report Card 16
Ongoing communication
End of Reporting PeriodBeginning of Reporting Period
During Reporting Period
Ongoing Communicatio
n with students and
parents
Placemat Activity 2
Progress Report Card 17 Progress Report Card 17
Ongoing communication
End of Reporting PeriodBeginning of Reporting Period
During Reporting Period
Ongoing Communicatio
n with students and
parents
Beginning of Reporting Period
Communication may include: providing an overview of expected learning conducting and communicating the results of diagnostic assessment making phone calls or sending letters of welcome to parents meeting with students to discuss goal setting and success criteria, and communicating these to parents, as appropriateconferencing with students and, where appropriate, with parents
Progress Report Card 18 Progress Report Card 18
Ongoing communication
End of Reporting PeriodBeginning of Reporting Period
During Reporting Period
Ongoing Communicatio
n with students and
parents
During Reporting Period
Communication may include:•conferencing with students and, where appropriate, with
parents monitoring student progress (e.g., using tracking sheets, exit
tickets, or passes) and involving parents when appropriate providing descriptive feedback to students on a regular basis
in the classroom and to parents through phone calls or notes sent home
maintaining communication through student agendas, which may be sent home to parents
creating newsletters about learning goals and success criteria sending home completed assignments showing teacher
feedback for parental review and signature maintaining a website outlining learning goals, success
criteria, and assignments (Note: Teachers need to be cautious about relying solely on electronic feedback, as not all parents may be able to access electronic communications)
Progress Report Card 19 Progress Report Card 19
Ongoing communication
End of Reporting PeriodBeginning of Reporting Period
During Reporting Period
Ongoing Communicatio
n with students and
parents
End of Reporting Period
Communication may include:
having conversations with parents and students about information on report cards scheduling student-led conferences clarifying goals for learning and goals for further instruction through teacher-parent conferences, phone calls, meetings, or notes
Progress Report Card 20 Progress Report Card 20
Tapping into Collective Wisdom
Discuss effective practices from the identified area
at your table.
Record your responses on the chart paper.
Placemat Activity 3
Progress Report Card 21 Progress Report Card 21
Carousel
Move to the next table. Read the chart from that
table, discuss as a group, and add new practices
to the chart paper.
When you return to your original table, discuss the
additions to your chart, and then post on the wall.
Progress Report Card 22 Progress Report Card 22
Gallery WalkHave one person in your group stay at your chart
to explain it to other people and to identify the
three most effective practices.
The other members of the group take a few
minutes to walk around the room and read the
posted charts.
Use your placemat to record information.
Progress Report Card 23 Progress Report Card 23
Assessment for learning
“Assessment for learning is the process of seeking
and interpreting evidence for use by learners and
their teachers to decide where the learners are in
their learning, where they need to go, and how
best to get there.”(Growing Success: Assessment, Evaluation, And Reporting
In Ontario Schools, p. 31)
Progress Report Card 24 Progress Report Card 24
Assessment as learning
“Assessment as learning focuses on the explicit
fostering of students’ capacity over time to be their
own best assessors, but teachers need to start by
presenting and modelling external, structured
opportunities for students to assess themselves.”(Growing Success: Assessment, Evaluation, And Reporting
In Ontario Schools, p. 31)
Progress Report Card 25 Progress Report Card 25
Assessment of learning
“Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.”(Growing Success: Assessment, Evaluation, And Reporting
In Ontario Schools, p. 31)
Progress Report Card 26 Progress Report Card 26
Sources of evidence to assess student learning
Observations
Conversations
Products
Progress Report Card 27 Progress Report Card 27
How do you know your students are learning?List all the ways you know your students are learning.Write them on your placemat.
Placemat Activity 4
Progress Report Card 28 Progress Report Card 28
Directions: Activity 4
Use the post-its notes at your table to re-classify the list that you created. Use blue post-its to indicate items that represent Assessment Of Learning and use yellow post-its to indicate items that represent Assessment For/ As Learning.
WRITE ONE ITEM PER POST-IT
Progress Report Card 29 Progress Report Card 29
Activity 4 (continued)
Place each of your post-it notes on the triangle at
your table as an example of observations,
conversations and products.
Progress Report Card 30 Progress Report Card 30
ConferencesNotesJournalBlogsModerated Online forumsTeacher/Student feedbackFocused conversationsPortfolio Conferencing
Performance TasksAssignmentsTest ScoresReader ResponsesTestsPortfoliosChecklistsVideosJournalsProjectsGraphs
Running RecordList of Books ReadVocabulary ChecklistsObservation ChecklistAnecdotal observationQuestioningPresentationsListeningSpeakingProblem SolvingGroup Skills
Conversations
ObservationsProducts
Progress Report Card 31 Progress Report Card 31
Common Understanding
“The purpose of assessment is not to rate, rank,
and sort students, but to provide meaningful
feedback that leads to high performance for all
students.” (Marzano and Heflebower)
Progress Report Card 32 Progress Report Card 32
What does Progressing…..
• Well• Very Well• And With Difficulty…
MEAN?
Placemat Activity 5
Based on assessments for, as, and of learning to dateBased on assessments for, as, and of learning to date
Progress Report Card 33 Progress Report Card 33
Progressing WellSample Descriptors• Demonstrates ongoing, consistent improvement
towards meeting the provincial standard by the end of the term/year
• Evidence that student is meeting or will meet the provincial standard
• Other sample descriptors…
Includes specific next stepsIncludes specific next steps
Progress Report Card 34 Progress Report Card 34
Progressing With DifficultySample Descriptors• Demonstrates that the student will require
improvement and/or assistance to meet the provincial standard at the end of the term/year
• Evidence that student is not meeting or will not meet the provincial standard
• Other sample descriptors…
Includes specific next stepsIncludes specific next steps
Progress Report Card 35 Progress Report Card 35
Progressing With Difficulty
Ongoing communication with parents is key if a student receives progressing with difficulty. Parents should be informed about progressing with difficulty prior to receiving the Progress Report Card.
Ongoing communication with parents is key if a student receives progressing with difficulty. Parents should be informed about progressing with difficulty prior to receiving the Progress Report Card.
Progress Report Card 36 Progress Report Card 36
Progressing Very WellSample Descriptors• Demonstrates ongoing, consistent improvement
towards meeting or exceeding the provincial standard by the end of the term/year
• Very consistent evidence that student is meeting or will meet, or is exceeding or will exceed, the provincial standard
• Other sample descriptors…
Includes specific next stepsIncludes specific next steps
Progress Report Card 37 Progress Report Card 37
Creating the Criteria for Effective Comments
Think-Pair-Share
Think…• Read the sample comments .• Co-create criteria for effective comments.
Progress Report Card 38 Progress Report Card 38
Co-creation of Criteria for Effective Comments
Progress Report Card 39 Progress Report Card 39
Criteria for Effective Comments• Comments that are personalized, clear, precise
and meaningful• Refer to specific evidence of learning gathered
from conversations, observations and/or products
• Reflect the interests, learning preferences and readiness of the student
• Use a positive tone and student-friendly vocabulary that has been shared with parents.
• Identify gaps in learning
Progress Report Card 40 Progress Report Card 40
Criteria for Effective Comments• Focus on knowledge, skills and criteria identified
in curriculum • Describe significant strengths that students need
to continue to demonstrate• Identify next steps for improvement that:
– Provide concrete next steps for student, and
– Provide specific suggestions for how parents can support student learning
Progress Report Card 41 Progress Report Card 41
Criteria for Effective Comments
• Use language that parents understand • Make references to particular strands, when
appropriate • Provide parents with personalized, clear,
precise, and meaningful feedback • Help parents understand how they can support
their children at home • Avoid repeating curriculum expectations or
achievement chart
Progress Report Card 42 Progress Report Card 42
Applying the Criteria
Focusing on • Strengths• What is the learning (knowledge and skills)• Next steps for improvement
Progress Report Card 43 Progress Report Card 43
Revising Progress Report Card Comments
• Based on the criteria that we have co-created, revise each of the Progress Report Card comments
• Share your revised comments with an elbow partner and peer assess
Progress Report Card 44 Progress Report Card 44
Comments Focusing on Strengths
• Do the comments focus on specific aspects of knowledge, skills, and other criteria or elements identified in the curriculum (i.e., overall expectations, criteria/categories in the achievement chart, strands, fundamental concepts, subject-specific processes)?
• Do the comments describe significant strengths that the student has demonstrated and needs to continue to demonstrate?
Progress Report Card 45 Progress Report Card 45
Team Time
Next Steps
What speaks to us?
Progress Report Card 46 Progress Report Card 46
Wrap Up Discussion