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Developing Standards-Based Reporting Tools

Design an outcome-oriented standards-based reporting tool using precise language and formats for effective communication of student learning. Explore decisions on structure, performance levels, data categorization, and evaluation criteria. Ensure alignment with stakeholders' needs and considerations.

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Developing Standards-Based Reporting Tools

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  1. Developing Standards-Based Reporting Tools

  2. Outcome • Design the Standards-Based Reporting tool.

  3. Essential Questions • What precise language and structure best communicates our students’ learning? • How will stakeholders use the information from the reporting tool?

  4. Decisions to be made: • Structure and Format • Performance Levels and Descriptors • What other decisions are connected to the tool?

  5. Structure and Format Guiding Questions: • Are the reports generated and distributed electronically, in print or both? Does the district have an system for students and parents to monitor progress in between reports?

  6. Structure and Format Guiding Questions: 2) What should be reported? For example: Content Knowledge, Work Habits, Attendance, Awards, Anecdotal Comments, etc.

  7. 3a) How will the different categories be organized? Attendance data: What and how will it be recorded? Days Attended, Days Absent, Days Tardy? Are tardies included? Is a percentage more appropriate?

  8. 3b) How will the different categories be organized? Work Habits – What will the performance categories and criteria be? How will they be labeled?

  9. Process: Where and how will processes be addressed (such as mathematical practices, science and engineering practices, and social emotional standards) in the tool?

  10. 3c) How will the different categories be organized? Awards/Recognition – What does the district recognize? Are these included on the reporting tool or separate?

  11. 3d) How will the different categories be organized? Anecdotal Comments – Are these standardized or personalized? What do stakeholders consider to be a reasonable expectation of detail?

  12. 4a) How should standards-based content expectations be reported? Is a score reported by standard, cluster, domain, or general subject?

  13. Example:How detailed should we be? - ELA Strand More Specific by Strand - Reading • Reading – Foundation Skills • Reading - Literature • Reading – Informational Text • Writing • Speaking & Listening • Language • Key Ideas and Details • Craft and Structure • Integration of Knowledge and Ideas • Range of Reading and Level of Text Complexity

  14. Example:How detailed should we be? - Math Domain (3rd Grade Example) More Specific by Cluster (3rd Grade) • Operations and Algebraic Thinking • Number and Operations – Base 10 • Number and Operations – Fractions • Measurement and Data • Geometry • Represent and solve problems involving multiplication and division. • Understand properties of multiplication and the relationship between multiplication and division. • Multiply and divide within 100. • Solve problems involving the four operations, and identify and explain patterns in arithmetic.

  15. Example:How detailed should we be? - Science Topics (3rd Grade Example) Disciplinary Core Ideas (3rd Grade) • Forces and Interactions • Interdependent Relationships in Ecosystems • Inheritance and Variation of Traits: Life Cycles and Traits • Weather and Climate • Engineering Design • Growth and Development of Organisms • Inheritance of traits • Variation of Traits • Natural Selection Crosscutting Concepts (3rd Grade) • Patterns • Cause and Effect

  16. 4b) How should achievement of standards-based content expectations be reported? What performance levels will be included on the reporting tool?

  17. Depth of Knowledge • Recall • Skill or Concept Mental Processing • Strategic Thinking • Extended Thinking

  18. 4c) How are you approaching performance levels with your stakeholders? What resources are you using to develop descriptions for your levels of understanding?

  19. 4c) Will all performance levels be included on the reporting tool? Is exceeding the standards going to be reported with its own level on the tool, or indicated in an alternative way?

  20. 5a) Will your reporting be Time-Based or Outcome -Based? Will the expectations need to be met by a certain time, or will mastery during a later grading period be communicated?

  21. 5b) Will the language on the report card change throughout the year based on the content that is addressed during each reporting period, or will the language around content be consistent on each report? Do all standards get reported each time, or only some?

  22. Critiquing Samples Using your guiding questions, examine the sample report cards to consider how well they match your collective vision of an ideal standards-based reporting tool.

  23. Source: Marzano, Robert J. (2006) Classroom Assessment & Grading that Work, Page 92. ASCD.

  24. Will student self-assessments be included in the report development process

  25. Will student self- management strategies will be utilized to track student work habits and objective awareness?

  26. “….We cannot claim to be standards based if we simply agree on content standards. We must also agree on what evidence will show that students have learnedthe knowledge and skills outlined by the standards. “Assessment as Professional Development,” Jay McTighe and Marcella Emberger in Powerful Designs for Professional Learning edited by Lois Easton

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