The Achievement Charts

1. The Achievement Charts

2. Primary purpose of A&E: -to improve student learning • Assessment: gathering information re: student learning • Evaluation: judging the quality of student work, given established criteria Page 15: A&E of Student Achievement

3. All overall student expectations must be evaluated • To evaluate overall expectations, use some specific expectations • All specific expectations are expected to be covered through a mixture of instruction, assessment and evaluation = Professional Judgement • DO NOT feel like you need to evaluate everything! • Try not to evaluate the same overall expectation over and over – you’ll get bogged down and run out of time. Expectations: Things to Keep in Mind

4. Focus on bullet: teachers must use A&E strategies that are based on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart on pages 18-19. Expectations of Teachers

5. Knowledge/Understanding (K/U): • Content, meaning, significance • Thinking/Inquiry (T/I): • Critical thinking, creative thinking, planning research/inquiry, processing and making decisions (Bloom’s higher order) • Communication (C): • Convey meaning orally, written, visually • To different audiences for different purposes • Application (A): • Make connections (familiar contexts, new contexts, within/between contexts) Categories of Knowledge / Skills (p.16)

6. Common Questions: • Can students fail? Answer: YES • Can I give a numerical mark? How do I enter leveled marks into a marks program like Markbook? Answer: Many teachers “peg” marks. Example: • Minus ends in a 3 (Level 3- is 73%) • Mid-level ends in a 5 (Level 3 is 75% • Plus ends in a 7 or 8 (Level 3+ is 78%) • Level 4 trickier: (4- = 84%, 4=89%, 4+=95%, 4++=99 or 100%) From Theory to Practice: Marks

7. http://www.youtube.com/watch?v=0fn_vAhu_Lw • http://www.youtube.com/watch?v=x4vwAvOfypU&feature=youtube_gdata_player What went wrong?

8. What does applying Growing Success look like?

9. Brainstorm ways you could fulfill each principle in the Senior Geography classroom

10. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • are fair, transparent, and equitable for all students; • support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit; The 7 Fundamental Principles (p.6)

11. are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; • are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;

12. are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning

13. Levels of Achievement The achievement chart identifies four levels of achievement, defined as follows: • Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. • Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course Rubrics: The Language of Growing Success

14. Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identifiedlearning gaps to ensure future success. “Some”

15. Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. • Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses. “Considerable”

16. Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course “High Degree”

17. See Growing Success, p.40 • (ranges given within each level) Numeric Grades

18. Pegging Numeric Grades

19. For achievement below level 1 in Grades 9 to 12, percentage marks below 50 per cent are assigned. Both “R” (Grades 1-8) and marks below 50 per cent signal • that additional learning is required before the student begins to achieve success in meeting the course expectations. • a need for the development of strategies to address the student’s specific learning needs in order to support his or her success in learning. • When appropriate, parents will be consulted in this process. A Mark of below 50% (R)

20. For Grades 1 to 10, the code “I” may be used in a mark book and/or on a student’s report card, including the final report card, to indicate that insufficient evidence is available to determine a letter grade or percentage mark. • Examples: recent enrollment, illness. • Credit Recovery is usually considered. Insufficient Evidence (I)