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IMPROVEMENTS IN REPORTING IN GRADES 1–8

IMPROVEMENTS IN REPORTING IN GRADES 1–8. Qualitative Descriptors (Part A). OCTOBER 2013. Professional Learning Series. Qualitative Descriptors Anecdotal Comments Communication Yearly Planning for Instruction and Assessment. Report Card Purpose.

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IMPROVEMENTS IN REPORTING IN GRADES 1–8

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  1. IMPROVEMENTS IN REPORTING IN GRADES 1–8 Qualitative Descriptors (Part A) OCTOBER 2013

  2. Professional Learning Series • Qualitative Descriptors • Anecdotal Comments • Communication • Yearly Planning for Instruction and Assessment

  3. Report Card Purpose A report card is a tool designed to communicate a summary of student learning and achievement to parents/families.

  4. How do these descriptors differ from the previous ones?

  5. How do these newdescriptors support our beliefs about effective reporting practices?

  6. What do I have to think about in my practice so that assessment and evaluation flow naturally to reporting?

  7. IMPROVEMENTS IN REPORTING IN GRADES 1–8 Going Deeper with Qualitative Descriptors (Part B)

  8. AThe student demonstrates achievement with thorough understanding and application of concepts and skills in relation to the expected learning outcomes. • Comprehensive understanding of concepts and skills • Routinely* and independently applies concepts and skills • Routinely* and independently makes connections • Routinely* and independently reflects upon and applies learning creatively or insightfully * Routinely as used here, does not reflect frequency. It is used to imply automaticity or a habit. Typically the learner • understands and skillfully uses concepts and skills • does not require prompts or cues • makes in-depth connections to other subjects/life • internalizes concepts and skills as a part of his or her thinking process

  9. B The student demonstrates achievement with good understanding and application of concepts and skills in relation to the expected learning outcomes • Clear understanding of concepts and skills • Independently applies concepts and skills • Independently makes connections • Independently reflects upon and applies learning • Developing the ability to apply learning creatively or insightfully Typically the learner • understands and uses concepts and skills • may need some prompts or cues • makes clear connections to other subjects/life • internalizes some concepts and skills as a part of his or her thinking process

  10. C The student demonstrates achievement with basic understanding and application of concepts and skills in relation to the expected learning outcomes. • Developing understanding of concepts and skills; gaps in learning may be evident • Developing the ability to apply concepts and skills • Developing the ability to make connections • Developing the ability to reflect and apply learning • Approaching achievement of the learning outcomes Typically the learner: • is developing and approaching achievement of concepts and skills • needs prompts and cues to make connections to other subjects/life • concepts and skills are not yet internalized as part of his or her thinking process

  11. DThe student demonstrates achievement with limited understanding and application of concepts and skills in relation to the expected learning outcomes. The student has not met expectations. • Beginning to develop understanding of concepts and skills • Beginning to develop the ability to apply concepts and skills • Beginning to develop the ability to make connections • Experiencing significant difficulty in relation to the learning outcomes Typically the learner • is experiencing difficulty in developing concepts and skills

  12. Activity: Going Deeper • Highlight the key words that are common to the descriptors and the elaborations • Discuss the meaning of the key words (highlighted) and their progression. • Highlight and discuss the key words that are different in the descriptors and elaborations.

  13. Questions / Next steps • Record any questions that staff may have in relation to the material shared. • Discuss next steps in professional learning

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