1. Sharing Assessment Information with Parents Using Report Card Templates (ID 371) Dr. Sarah FitzPatrick sarah.fitzpatrick@ncca.ie www.ncca.ie EECERA 2007

2. Sharing assessment information with parents using Report Card Templates School-based developmental initiative Dr. Sarah FitzPatrick and NCCA colleagues 30 August 2007

3. 3 Who is the NCCA?  NCCA statutory remit (1998) –advise the Minister …curriculum for early childhood education, primary and post-primary schools  Consultation and partnership –education partners –early childhood sector ContextDesignSignificance

4. 4 What are the different early years settings? ContextDesignSignificance SettingProviderAge of child Child mindingRegulated/unregulated (voluntary service) birth to school age Centre-based child care Nursery, creche (private/community service) 2-3 months to school age Playgroups and pre-schools Sessional services, e.g., Montessori, Naíonraí (private service) 3-5 years Primary schoolsInfant classes (public/state service) 4-6 years

5. 5 What are the issues?  Towards a Framework for Early Learning: Consultation Report (2005)  Primary Curriculum Review (2005) –Information on assessment –Support for assessment practice –Advice on reporting –Suggestions for partnership with parents ContextDesignSignificance

6. 6 How is the NCCA responding? ActivityDate Literature review: international reporting policy/practice2006 Development of draft Report Card Templates RCTs2007 School based developmental initiative on the RCTs2007 Commissioned research on reporting in primary schools2007 Commissioned paper on assessment in the early years2007 Guidelines on Assessment - Primary School Curriculum2007 Guidelines on Assessment - Framework for Early Learning2008 ContextDesignSignificance

7. 7 What are the RCTs? Report Card Templates…  Infants, first to sixth  Mid-year, end-of year  Common sections –Child as a learner: curriculum subjects/areas –Child’s approach to learning, social/personal development –Next steps in child’s learning and advice for parents  Range of reporting formats –Rating scales, blank boxes, etc.  Input from children, parents and teachers ContextDesignSignificance

8. 8 What are the mid-year RCTs?  Less detail than end-of-year RCTs  Emphasis on supporting progress  Key focus on role of parents For Infant classes…  Overview of learning (progress, special achievements) –Curriculum –Social and personal development  Areas of learning to focus on  Ways you can help your child learn ContextDesignSignificance

9. 9 What is the SBDI?  School-based developmental initiative  To gather information on –Accessibility –Usability –Feasibility of RCTs  Participants –6 schools (mid-term RCTs) –27 schools (end-of-term RCTs) ContextDesignSignificance

10. 10 One school’s experience…  Link to Video ContextDesignSignificance

11. 11 What did we learn (mid-year RCTs)?  Accessibility –Conciseness / language / graphics  Usability –Teachers and parents liked content headings –Information for parents / later reference  Manageability –Time / record-keeping ContextDesignSignificance

12. 12 What did we learn from teachers? Successes:  Valuable contribution to reporting practice  Structure and focus for parent / teacher meetings  Professional development opportunity for staff ContextDesignSignificance

13. 13 What did we learn from teachers? Challenges:  Shared language for reporting  Objectivity  Meaning of grades, scales, comments  Honesty/sensitivity  Accountability ContextDesignSignificance

14. 14 What did we learn from infant RCTs? ContextDesignSignificance  Qualitiative, descriptive reporting for younger children  Involvement of children in evaluating their own progress –This is me learning… –I am good at… –I would like to do better in…  Parents as participants, rather than partners

15. 15 What are our next steps?  Revise the RCTs –size/readability –additional space for reporting –where/how to record child’s personal details –clarity of headings  Report on the SBDI  Advise the Minister for Education and Science  Begin project on supporting transfer of children ContextDesignSignificance

16. 16 What are our next steps?  Develop ACTION Assessment, Curriculum and Teaching Innovation on the Net –Showing rather than telling –Complement guidelines –Teaching scenarios, resources and solutions –Range of media - text, video, photos ContextDesignSignificance

17. 17 Míle buíochas… A thousand thanks! Sarah FitzPatrick Deputy CEO National Council for Curriculum and Assessment Republic of Ireland sarah.fitzpatrick@ncca.ie www.ncca.ie