Student report cards Presentation for Secondary School Staff 2007

1. Student report cardsPresentation for Secondary School Staff2007

2. OUR EDUCATIVE PURPOSE What is powerful to learn? What is powerful learning and what promotes it? Who do we report to? LEARNER Victorian Essential Learning Standards Principles of Learning and Teaching Students Teachers Parents Community System How do we know it has been learnt? Assessment Advice

3. Why student report cards? • Blueprint for Government Schools • Victorian Essential Learning Standards - Improved reporting on student achievement • Consultation with parents - Difficulties in understanding the language used • Variation from school to school - • Understanding clearly what their child has achieved and how they can help

4. Key features Part 1

5. Part 1 continued • What ‘Kate’ has achieved • Areas for improvement/future learning • The school will do the following to support • ‘Kate’ in her learning • What you can do at home to help ‘Kate’s’ • progress

6. Part 2 - Personal Learning Goals page • My learning goals • Student comment • Teacher comment • My future learning goals • Attendance • Parent comment (may be on separate page)

7. Optional summary page • A graphic for the relevant domains • What the school will do to support the student in their learning • What you can do at home to further support the student’s learning

8. What will the software do? • DoE software will: • provide the report card template • accept scores entered by teachers at the dimension level • aggregate dimension scores to provide a domain score • produce an A-E rating and a solid achievement ‘dot’ for each domain (dimension in English and Mathematics) • produce a hollow progress ‘dot’ indicating achievement 12 months previously.

9. Standards, progression points and the process of allocating scores • Teachers will use the standards, supported by progression points and assessment maps to make an on balance judgement of student achievement at the dimension level. • Progression points are indicators of progress towards a standard. • With the exception of level 1, there are three within each level (e.g. 5.25, 5.50, 5.75) • The scores extend to 6.75

10. Standards, progression points and the process of allocating scores - continued • Teachers use the standards, supported by progression points and samples of student work to make an on balance judgement in a dimension (e.g. reading) and then assign a corresponding score (e.g. 5.25)

11. Scores and A-E ratings • The software will add together and average dimension scores to provide an overall score for the domain. • The software will then produce a solid ‘dot point’ indicating achievement against the standard, and an A-E rating based on the domain score, the year level and the semester of reporting.

12. A-E scale A Well above the standard expected at this time of the year B Above the standard expected at this time of the year C At the standard expected at this time of the year D Below the standard expected at this time of the year E Well below the standard expected at this time of the year

13. Discussion activity • What aspects of our existing reports are included in the student report cards? • What aspects are not included? • How will we make best use of the student report cards eg: How will we use them to better inform parents about their child’s progress? • What are the implications for our planning?

14. What about . . . • Students with disabilities? • ESL students? • Subjects assessed against CSF II? • Portfolios?

15. Support Website: • http://www.education.vic.gov.au/studentlearning/studentreports/default.htm • Software training • Assessment Professional Learning Modules • Sample report templates • Advice on writing comments, developing personal learning goals and student comment • Assessment maps and progression points