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Ends Assessment and Reporting Calgary Board of Education.

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Presentation on theme: "Ends Assessment and Reporting Calgary Board of Education."— Presentation transcript:

1 Ends Assessment and Reporting Calgary Board of Education

2 The Ends Academic Success Citizenship Personal Development Character Mega-End

3 Ends 3, 4 and 5 Ends 3: Citizenship Each student will be a responsible citizen by being an informed and involved member in his or her local, national and global communities. Ends 4: Personal Development Each student will acquire the skills, attitudes and knowledge to achieve personal highest potential. Ends 5: Character Each student will possess the character to do what is right, act morally with wisdom, and balance individual concerns with the rights and needs of others.

4 Integrity Responsibility Curiosity Perseverance Goal-setting Flexibility Empathy Concern for dignity Confidence Critical thinking Compassion Optimism Respect Courage What are Ends 3, 4 and 5 about?

5 Reasonable Interpretations Citizenship is about who we are, how we live together, and what kind of people our children are to become. For the good of our children, we need to start with the student, not the subject. We are what we repeatedly do. Excellence, then, is not an act, but a habit. - Aristotle

6 In and Through Learning Schools share in these responsibilities. The context for our assessment and reporting is on the citizenship, personal development, and character students exhibit in and through learning. Being able to personalize learning, to understand a great many things about the individual learner and to teach accordingly, requires understanding and developing the processes of a student’s interactions within the learning environment as well as the student’s understandings of content. Families have the primary responsibility for the development of a child’s citizenship, personal potential and character.

7 Personalization The work of Ends assessment and reporting draws particular attention to the assessment-rich nature of personalized learning, to practices of assessment that inform instructional decisions, inform student learning tactics, and articulate multiple avenues for the representation of learning. In the CBE, the Personalization of Learning  begins with engagement  is active and effortful  is assessment-rich  is metacognitive and transformative In the CBE, the Personalization of Learning  begins with engagement  is active and effortful  is assessment-rich  is metacognitive and transformative

8 Ends 3, 4, 5 are not new curriculums. They are elements of all programs of study and are integrated into everything that schools do to advance student learning. Programs of Study Students will be encouraged to work collaboratively in planning and carrying out investigations and in generating and evalua ting ideas; e.g., assume a variety of roles within a group, as required accept responsibility for any task that helps the group complete an activity evaluate the ideas of others objectively seek the points of view of others and consider a multitude of perspectives. Alberta Education Program of Studies Chemistry (revised 2009) p. 16

9 Gathering Evidence Gathering evidence related to Ends 3, 4, 5 includes seeking to understand: What decisions did the student make about how to approach a task, an interaction, an issue, etc.? What did they initiate, and what does that tell us about their priorities? How did they respond to events, ideas, issues and obstacles in their learning environment? What did they say about their thoughts, feelings, intentions, etc.? How did their decisions, responses and actions contribute to their success in learning?

10 Strength-Based Reporting An assumption of strength within each student will serve as foundational to Ends 3, 4, 5 assessment and reporting. There are multiple versions of successful demonstrations of citizenship, personal development and character within any given situation. These multiple versions of success do not lend themselves to rubric or checklist assessments. Ends 3, 4, 5 will primarily be reported as descriptions of student performance interpreted in relation to the general indicators of success for each Ends. Assessments of student performance are made through a triangulation of data sources: student work, teacher observation, and student reflection.

11 Reporting The same report card stems will be added to all Grade student report cards. Distinctions between the divisions will be evident in the context in which students are asked to work and learn and the level of sophistication evident in the descriptions of student assessment information.

12 Citizenship in Learning Ends Report Card Stems Reasonable Interpretations General Indicators Citizenship in learning Exercises democratic rights and responsibilities within the learning community Demonstrates respect and appreciation for diversity Works and communicates effectively with others  Contributes to events of common concern  Takes responsibility and action to help the group work smoothly  Advocates for self, others, and the common good  Makes responsible use of individual and shared resources  Shows concern for the dignity and equality of all  Demonstrates appreciation for individual and cultural differences  Seeks to learn about and from unfamiliar ways of thinking and living  Collaborates to advance learning and community goals  Communicates with others to build understanding  Uses diverse viewpoints in a learning context

13 Personal Development through Learning Ends Report Card Stems Reasonable Interpretations General Indicators Personal Development through learning Sets and works towards learning goals Demonstrates confidence and autonomy in learning  Generates goals based on self-assessment, learning criteria, and personal interests  Plans a strategic approach to meeting goals, solving problems, and performing tasks  Modifies and improves learning strategies based on experience and feedback  Approaches new learning situations with positive expectations  Demonstrates interest in and curiosity about ideas, objects, events, and resources  Demonstrates a range of approaches for developing and representing understanding  Develops and uses meta-cognitive strategies  Organizes self, materials, and time

14 Ends Report Card Stems Reasonable Interpretations General Indicators Character in learning Engages in learning with initiative, persistence and integrity Treats others with respect and compassion Makes responsible decisions  Explores ideas and initiates processes for learning  Seeks, accepts, and persists with learning challenges  Adheres to community expectations and personal convictions in conducting and representing learning  Shows respect for the contributions and achievements of others  Responds and is sensitive to the needs and welfare of others  Applies peaceful methods for conflict resolution  Takes responsibility and action to find solutions to everyday problems  Identifies possible choices in decision making processes and evaluates them in light of the needs of self and others  Makes decisions that reflect high regard for self and others  Reflects on and takes responsibility for the impact of actions and decisions  Shows courage and conviction in raising issues and making difficult decisions Character in Learning

15 Effort The reporting of Ends 3, 4, 5 provide the opportunity to describe to parents the effort students bring to their various learning experiences. Information about the initiative, persistence, responsible decision making, group contributions, pursuit of learning goals and the independence with which students engage in learning tasks creates a very comprehensive portrait of students’ effort in learning. As such, effort will no longer be reported as a separate category.

16 Reporting Reporting Period 1 At least one descriptive comment about each End: Citizenship, Personal Development and Character Reporting Period 2 At least one descriptive comment about each End: Citizenship, Personal Development and Character Reporting Period 3 Descriptive comments and summative scale. Reporting Period 1 At least one descriptive comment about each End: Citizenship, Personal Development and Character Reporting Period 2 At least one descriptive comment about each End: Citizenship, Personal Development and Character Reporting Period 3 At least one descriptive comment about each End: Citizenship, Personal Development and Character Reporting Period 4 Descriptive comments and summative scale.

17 The Report Card EX – Exemplary Strengths EV – Evident Strengths EM – Emerging Strengths SR – Network of Support Required IPP – Individual Program Plan Summative evaluations will be based on teachers’ judgments of the consistency with which students demonstrate those strengths and the degree of support required to incorporate them within the learning environment.

18 Some Practicalities Elementary and middle report cards are changing this year – where they have previously existed, effort marks and sections for personal growth and work habits will be removed, and all eight report card stems will be added. For the Ends where reporting will not be undertaken this school year, schools will use NA. As high school report cards do not currently allow for outcome based reporting, a separate Ends 3, 4, 5 reporting form is being created for high schools. This reporting form will be accessible within the SIRS environment and will be used in all high schools across the system. Very few changes have been made to the Kindergarten report card as the Ends 3, 4, 5 reporting indicators have a great deal of overlap with specific learning expectations from the Alberta Kindergarten Program Statement and are already represented on the current CBE Kindergarten report card. Report Cards for Special Education and other unique programs will be reviewed during the school year. Where possible, the Ends 3, 4, 5 report card stems will be added to existing report cards. Conflicts, overlaps and other unique circumstances will be addressed to support a system wide perspective on Ends 3, 4, 5 assessment and reporting.

19 Timeline Elementary and Middle/Junior High Schools 2010/2011 Partial implementation: full assessment and reporting of at least one End descriptive feedback prior to summative scale optional full implementation 2011/2012 Full implementation Senior High Schools 2011/2012 Partial implementation: continuation of 2010/2011 Ends reporting assessment and reporting of at least one additional End 2012/2012 Full implementation 2010/2011 Partial implementation: full assessment and reporting of at least one End

20 Collaborative Effort The advancement of citizenship, personal development and character in our students must be a whole-school effort. All members of the school community share the responsibility to model, teach and expect demonstrations of the characteristics of these Ends in all school, classroom and extracurricular activities.

21 “To my son … when I think of education in 20 years I hope that your teachers have loved you and nurtured you and helped you to become a “ready citizen” for your adult journey of life. I hope your teachers have instilled the power of lifelong learning and teamwork.” Parent, Fort McMurray Inspiring Education, Community Conversation A Parent’s Wish


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