Mid Quarter Reporting Guide for Secondary - #Think35



Mid Quarter Reporting Guide for SecondaryCreated Oct 1, 2020This document is intended to support?Langley teachers in assessing their students and completing mid-quarter report cards.??Additional Reporting SupportsEvidence of Learning (EOL) Guide: For more explanation on collecting different types of EOL. Bin It Reporting Guidelines: This document is intended to support Langley teachers in assessing their students and completing final grades for a course. Reporting guidelines for mid quarter reporting All students will receive comments which describe progress in relation to the learning standards set out in the curriculumAll students will receive a work habitAll students will receive a letter gradePercentages are not required grades 10-11 (nor are they recommended)Grade 12s must receive percentages starting end of Quarter 1 (unavoidable due to post-secondary requirements)If giving an “I” Letter Grade – the “I Plan” must be provided to student prior to or at the time of the report cardHow do I evaluate student progress??At the end of the day, only you can evaluate whether a student has demonstrated the essential?learning standards?for your course at this time. Consider the most consistent evidence of learning?available to you. Ask yourself:What does the student know,?understand and is able to do at this point in the quarter?Focus on competencies over contentIf your method for evaluating a grade doesn’t add up to what you know a student can do, talk it out with a colleague.?Things to consider:Evidence of learning is prioritized over task completion. For example, a student may not have finished all or even most of the assigned?tasks,?but you may still be confident that they have met the?essential learning standards?in your course due to triangulated evidence (a conversation, an observation, a product). Evidence of learning does not have to be a formally completed assignment to count.??Multiple opportunities to accumulate evidence of learning should be explored. For example, if you do not have enough evidence of learning to accurately assess a student, please support the student in:?creating an opportunity to come in for direct support (where appropriate);preparing for and participating in an interview with you to determine competency;?submitting evidence of learning from other classes (interdisciplinary) that addresses the learning outcomes in your course and/or;?submitting evidence of learning from their personal life that addresses learning outcomes in your course.??Possible ScenariosScenarioConsider:I do not have enough evidence of learning (EOL) to determine a grade at this point.Has an ‘I-plan’ been developed in consultation with all interested parties, (students, guardians, learning support services, (if applicable)?When developing an ‘I-plan’ the focus should be on clarifying what curricular competencies still need to be demonstrated by the student. Note: Before a non-passing grade is assigned to a student an ‘I-plan’ must be developed and shared with all interested parties, (students, guardians, and school administration). The difference between the face-to-face classes and blended classes has resulted in different amounts and types of evidence of learning (EOL) from students.Is the remote learning visible for assessment?Consider using face-to-face, in-class evidence data as summative assessment and online evidence as formative.Consider using face-to-face opportunities to triangulate summative evidence of learning and evidence of learning generated at home as formative in nature. This variation in evidence can be reflected in a student’s comment.I’m struggling to assess my transition students’ progress as it looks so different from my in-class students.What evidence of learning do I have access to?Have you liaised with the student’s transition teacher?What evidence of learning might be available from their other course(s) that has similar curricular competencies?Is there an opportunity to use an interview as a data point for evidence of learning?Suggestions for Writing Summative Mid-Quarter?Report Card Comments?Mid-Quarter Report Card?comments provide parents/guardians/students?with?a snapshot?of?their child’s growth and progress in school?halfway through their course. Clarity CountsOur families come from all walks of life with very diverse educational experiences and familiarity with educational terms.??Please consider the diversity of your audience when composing comments by:anticipating questions parents/guardians may ask about their children’s growth and progress.writing directly to parents about what their children can do and areas that need development.Use short sentences / point form, plain language and avoid educational jargon.Provide an explanation in parentheses if a word may be unfamiliar to parents.??What is Required?According to the provincial reporting order, comments?should?describe:?(a) what the student can do.(b) the areas in which the student requires further attention or development.??(c) and ways of supporting the student in further learning.?Sample Sentence StartersUse the following chart and samples to create comments that share your students’ strengths and areas to focus on. Areas requiring growth need to be addressed in the comments. Teachers can also utilize student self-reflection as a method for generating report card comments.??The following table includes sentence starters for areas of strength and areas requiring growth.?1638068901Shows some understanding of…Is beginning to…May be able to …Starting to…Requires support to…Is able to… at a basic level/in familiar situationsWith support, shows an understanding of…Sometimes is able to…Is working on…Needs reminders to…Is able to show…Engages in…Chooses appropriate texts…Consistently demonstrates the ability to…Self—corrects by…Identifies strategies when…Creatively / insightfully applies…Shows in-depth understanding of…Can independently… in complex situations.Is strategic…Can describe…with detail / accuracy / confidenceExtends learning…?General beginning sentence samplesThis comment reflects?---insert student name---?learning?throughout the first five weeks of the course in both face-to-face and virtual opportunities.?During the first five weeks of this course ---insert student name---?has been presented with opportunities, through intentionally designed learning experiences, to develop the following curricular competencies,?---insert relevant competencies here?---. You are encouraged to ask?---insert student name---?to show you the work?---insert relevant pronoun---?has done to develop the competencies discussed above.??Sentence samples for students in a blended class.During the first five weeks of this course, --insert student name---, has continued to demonstrate the skills and attributes of a successful online and in class learner. At the time of this report the evidence of learning, provided by?---insert student name---,?demonstrates a?---choose either “sophisticated” or “complete” ---?understanding of the curricular and content competencies explored during?--- insert course name ---.?As?---insert student name---?begins the remaining five weeks of this course,?---insert relevant pronoun---?is encouraged to –insert?specific suggestion?here---.???During the first five weeks of this course, --insert student name---, has continued to demonstrate the skills and attributes of a successful in class learner. Online learning has not been as successful, -insert student name--- is encouraged to actively engage more with virtual learning. At the time of this report the evidence of in class learning, provided by?---insert student name---,?demonstrates a?---choose either “sophisticated” or “complete” ---?understanding of the curricular and content competencies explored during?--- insert course name --- . As?---insert student name---?begins the remaining five weeks of this course,?---insert relevant pronoun---?is encouraged to –insert?specific suggestion?here---.???Sentence samples for students confidently demonstrating proficiency in the course’s learning standards.During the first half of this course,?---insert student name---?demonstrated significant growth in?---insert curricular competencies---.as demonstrated by?---give examples of work completed---During the first half of this course ---insert student name---?has continued to demonstrate the skills and attributes of a successful learner.? At the time of this report the evidence of learning, provided by?---insert student name---,?demonstrates a?---choose either “sophisticated” or “complete” ---?understanding of the curricular and content competencies explored during?--- insert course name ---.?As?---insert student name---?begins the remaining five weeks of this course,?---insert relevant pronoun---?is encouraged to –insert?specific suggestion?here---.????Sentence samples for students demonstrating proficiency in most of the course’s learning standards but there are areas requiring growth in order to be successful in this area of study.At the time of this report the evidence of learning provided by?---insert student name---?demonstrates a(n)?---choose either “partial” or “initial”---?understanding of the curricular and content competencies explored during?--- insert course name – Strengths include . . .? Success in?this course is dependent on continued growth in . . . ???Based on the evidence of learning provided by ---insert student name--- needs to continue working on ---?insert relevant competencies here ---. Strengths include . . .? Success in?the 2nd half of -- insert course name – is dependent on continued growth in . . . ?????Sentence samples for students who have not yet demonstrated proficiency in the course’s learning standards and for whom an ‘I’ plan needs to be developed.---insert student name--- is continuing to work through their ‘I’ plan, developed and shared on ---insert date --- . As such ---insert student name--- has yet to demonstrate evidence of the essential learning of curricular competencies?(possibly name these) and their ‘I’ remains in place at the time of this report.At the time of this report, there has not been enough evidence provided to determine?---insert student name---’s progress towards meeting the essential curricular and content competencies associated with?--- insert course name ---. To assist ---insert student name--- in demonstrating sufficient evidence of learning in these areas an ‘I’ plan has been developed and communicated with ---insert appropriate pronoun--- ?Sample Mid Quarter CommentsSocial Studies 12The main areas of focus so far this quarter has been gathering evidence through source analysis. Students were asked to select key ideas from a source, explain the reliability and credibility of sources, assess how sources corroborate or contradict own another, and ultimately draw conclusions from multiple sources effectively. All of these skills encouraged students to identify and apply evidence for a purpose. George is developing the skills to choose relevant and reliable sources that are appropriate for the task. George has shown the emerging ability to use evidence from multiple sources to thoroughly justify conclusions. George is encouraged to address the origin of the source in analysis consistently moving forward.Math 9During the past 5 weeks the class has been working on the big idea that continuous linear (lines) relations (equations, functions) can be identified and represented in many connected ways to identify regularities and make generalizations. The class was also working on solving equations which has not been completed by this reporting period. George has demonstrated significant growth in problem solving, explaining, and justifying mathematical ideas with linear relations. He would benefit by making a mathematical dictionary or cue cards to increase his ability to understand the problems.English Language Arts 10We have focused on the big idea that questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Specifically, we have learned strategies to evaluate the relevance, accuracy, and reliability of texts and to evaluate their impact on personal and cultural identities. An area of strength for George is applying specific strategies to evaluate the purpose, origin and impact of diverse texts. An area of focus would be to improve clarity in written responses by leveraging his strong oral skills. Suggestions include using a graphic organizer to organize his thoughts prior to writing and then reading his responses out loud to himself and/or another to check for clarity.Science 8The focus of our studies during the first half of the quarter were centered on the exploration of ‘how the behaviour of matter can be explained using the Kinetic Molecular Theory’ and ’The Theory of Plate Tectonics is the unifying theory that explains earth’s geological processes.’ Through his explorations George has demonstrated that he is able to formulate focused question(s) and make connections between a variety of observations and scientific concepts. A particular strength shown by George is his ability to use his knowledge of a variety of scientific concepts to draw conclusions that are consistent with evidence. George is still working towards proficiency in explaining how assumptions and bias influence changes in knowledge over time. I am confident, that should George continue actively engage in class discussions, that he will achieve proficiency in this competency by the end of the quarter. Career CLC 11/12To date, George demonstrates a clear and competent understanding of the relevant curricular competencies, content & big ideas in the personal development & transition planning sections for this course. For the remainder of the quarter we will focus our learning on employability, transferable skills; and a significant time focus on the Capstone project. George created a comprehensive Capstone project proposal and timeline which he is currently working through with his mentor. To continue moving this work forward George will need to manage his timeline closely and document his progress and his learning journey with journals and picture or video evidence to prepare for his final Capstone presentation which will take place on December 5, 2020.Guiding Resources Evidence of Learning District Document: examples of types of evidence of learning that can be collected. Bin It District Document: Guidelines for Final Course Assessment Langley Guiding Principles of AssessmentBC Ministry of Education. (2016, July 1). Student reporting policy. Province of British Columbia.? Ministry of Education. (2019, July). BC graduation?program handbook of procedures. Province of British Columbia. ? ................
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