Changes to Assessing and Reporting

1. Changes to Assessing and Reporting Shawn Whyte Assessment Coach

2. Some Terms • Mark/Score • This is when a task (essay, project, assignment) is given a mark. • Grade • The overall mark or scoring for an outcome and a course

3. Some Terms • Formative Assessment • This is diagnostic or practice work • Small pieces of Outcomes • Allows students to practice • Gives students feedback on what they have done well, what needs improving • Allows teachers to check understandings and re-teach, or move on accordingly

4. Some Terms • Summative Assessment • This is work that counts towards grades for outcomes and overall courses. • Large pieces or whole Outcomes

5. Some Terms • Outcomes • The goals of the curriculum – what students need to know, do, and understand • Thematic pieces such as writing, or reading • Indicators • The specific skills and knowledge needed to meet an outcome • Rubrics • Marking guides using indicators as the criteria

6. 4 Point Grading • The 4 levels are about amount and depth of knowledge, understandings, and skills • Level 1 – Beginning. • Students here have some basic understandings, but need much more help • Level 2 – Approaching • Students here have a good grasp of basic knowledge or skills, now may need help applying and using that information

7. 4 Point Grading • Level 3 – Proficient • Students who are proficient have all of the Level 2 criteria as well as having deeper understandings and applied skills. • Applying, solving, explaining. • Level 4 – Mastery • Students at the mastery level are able to extend their understandings and skills by finding connections to self, community, other areas of study, etc. • Justify, create, connect. • Does not mean perfect – it is a mastery of an outcome for their level

8. 4 Point Grading • When students are marked using a 4 point rubric, their level indicates they have achieved all criteria for that level, including the level(s) below. • A level 3 indicates that they have shown all of level 3 criteria, as well as levels 2 and 1. • A 2.5 means they have all of level 2 criteria, and have some of level 3.

9. Marking By Outcome • The 4 point grading system is based on observable criteria (indicators and outcomes) • The criteria becomes the provincial curriculum documents instead of teacher’s own • If a student is able to show evidence that he or she meets a Level 3 (through a rubric) then that student is considered “Proficient”

10. Marking By Outcomes • A level 3 in one school should be equivalent to a level 3 in another • Some students may be proficient immediately, and some may need much work and help to achieve that level. • If a student can reach a 3 easily, teachers will give that student an opportunity to reach a level 4 • 3 is our goal – we want all students to be proficient

11. Marking By Outcomes • We are comparing how students are achieving The Outcome, not how they are doing in relation to each other. • Class average does not matter

12. Students and Outcomes • When criteria of achievement is shared with students through rubrics and examples, students can now self-assess and reflect on what they need to achieve • Students are also given formative opportunities to practice, and reassessments to improve their summative marks

13. Student-Led Conferences • Because students can self-assess, they can also articulate how they have improved and how they can continue to improve. • Teachers facilitate and assist students in sharing their progress and goals with their parents. • Students lead the meeting. It’s about his/her learning and the evidence he/she can give to show their level.

14. Zeros • Zeroes do very little to motivate students • It becomes an excuse to not do the work. “I will take the zero” • A zero isn’t good enough. The work must be done. • Instead we use Incomplete (INC) or Insufficient evidence (IE). This gives a student a chance to complete the work. • In grades 10-12 – an incomplete at the end of a course means loss of credit for that course.

15. The Report Card • One piece of communication about student achievement.

16. Report Card Format K-9

17. Grades 10-12 • Some teachers are choosing to grade using a 4 point rubric • The Ministry of Education requires a final percentage for each course, regardless of the course’s configuration (outcomes in new courses or objectives in old courses) • Teachers need to convert reliably and consistently across the division from a 4 point grade to a percentage

18. Grade 10-12 • The conversion table has been made by looking at other divisions within and outside of Saskatchewan. • It is aligned as best as possible so there is some consistency throughout western Canada.

19. Grade 10-12 • 1 – 40% • 1.5 – 50% • 2 – 60% • 2.5 – 70% • 3 – 80% • 3.5 – 90% • 4 – 100% • The outcome marks are converted to a percentage at the end of the course, and all outcomes are averaged for an overall mark. • Only at the end of a course will there be an overall grade.

20. Grade 10-12 • These conversions are to indicate what level of understanding a student has for their grade level • A 4, or 100%, does not mean perfect. It means mastery and deeper understandings at their grade level.

21. Final thoughts • This change in grading increases students’ engagement and learning in a classroom. • It is more specific and attainable for students who want a higher mark • It forces students to start thinking about what they are learning, not just regurgitating and memorizing.