standards based reporting (and assessment)
Post on 19-Jan-2016
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Standards Based Reporting (and
assessment)Paulina Aguilera, Treena Casey,
Marianne Yong-Macdonald
Shekou International School
The Process Of Implementation
1. Establish a standards based curriculum
2. Complete the circle by REPORTING to proficiency vis-a-vis the academic benchmarks
3. Create focus group representational of all divisions in order to create a tailored report card for the school:
• Common understandings (What do teachers want?)• Elementary School/Middle School/High School• What similarities should there be K-12?• How will each look different?• How will our ESLR’s be incorporated?
COLLABORATIVE DECISION MAKING
• The faculty looked over a range of standards based report samples and noted features they liked.
• The focus group created prototypes and asked for feedback from teachers.
• Worked with technology staff on the design of the report card.
• Final approval, implementation and revision.
COMMUNICATE with the SCHOOL COMMUNITY
• Parent information nights• Coffee mornings• Wednesday Weekly articles• Teachers also responsible for
communicating with students about the new system
SAMPLE STANDARD BASED ASSESSMENTS
• Teacher developed rubrics are continually being revised
• Assessments are linked to the curriculum
• Let’s look at some!
MYTH BUSTER
• These new assessments are not authentic compared to traditional models
• Parents (especially with high school children) will not like the system
• Teachers will not embrace the change
• Numbers and percentages tell us more than “letters and symbols”
What’s So Great About It?
• Positive change in teaching practices• Students talk in terms of their proficiency in
their learning • Students find many ways to demonstrate
their learning and prove their learning• Assessments take on the form of feedback
rather than a judgment• More accurate assessment of students’
learning• Teachers know their students well
BUMPS ALONG THE WAY
• Teacher record keeping needed to change• Consistency can be an issue across
disciplines• Equating proficiency to a grade for High
School. (We’ve developed a system.)• It takes TIME to really truly live this process• The process is ongoing and teachers will all
move along at a different pace- be patient • Resistance does not mean teachers don’t
like it- address deeper issues
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