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

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

Reporting Code

Former Reporting Descriptors for Grades 1–8

AThe student demonstrates achievement of the expected learning outcomes addressed during the current reporting period.

BThe student demonstrates achievement of most of the expected learning outcomes addressed during the current reporting period.

CThe student demonstrates achievement of some of the expected learning outcomes addressed during the current reporting period.

DThe student demonstrates achievement of few of the expected learning outcomes addressed during the current reporting period.

Reporting Code

Reporting Descriptors for Grades 1–8effective September 1, 2013

AThe student demonstrates achievement with thorough understanding and application of concepts and skills in relation to the expected learning outcomes.

BThe student demonstrates achievement with good understanding and application of concepts and skills in relation to the expected learning outcomes.

CThe student demonstrates achievement with basic understanding and application of concepts and skills in relation to the expected learning outcomes.

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.

N/A Not applicable at this time.

INS Insufficient evidence to report on achievement of the expected learning outcomes.

How do these descriptors differ from the previous ones?

How do these new descriptors support our beliefs about effective reporting practices?

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

Going Deeper with Qualitative Descriptors (Part B)

IMPROVEMENTS IN REPORTING IN GRADES 1–8

A The 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

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

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

D The 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

Activity: Going Deeper

1. Highlight the key words that are common to the descriptors and the elaborations

2. Discuss the meaning of the key words (highlighted) and their progression.

3. Highlight and discuss the key words that are different in the descriptors and elaborations.

Questions / Next steps

• Record any questions that staff may have in relation to the material shared.

• Discuss next steps in professional learning