2. Agenda
FRONTLOADING: Key Learner Outcomes
and a Brief Look at Assessment
Guidelines for Writing Report Card
Comments
Collaborative Time
3. What is the definition?
Report cards are:
(on the 11x17
paper write down
as many words or
phrases that come
to mind)
Brainstorm
4. 1. Join with 2 or 3 other participants.
2. Working with the words you have
collectively created. Circle the words to
form groups or categories.
3. Label these groups.
Be prepared to share
List – Group - Label
12. Teachers can collect anecdotal
information on student’s right from
the beginning of term. Some ways are
to …
create rubrics of targeted learning skills
use a rubric on effort levels as a student
self-assessment piece as well
keep descriptive language accessible to
apply it more easily
use student self-assessment on specific
assignments (keep a manageable portfolio)
Collecting Anecdotal Info…
13. organize grade books by strand in
order to more easily identify areas of
need – a grade book with only quiz,
assignment, paragraph, book report, test,
a performance based assessment does
not clearly reveal content nor targeted
outcome.
Collecting Anecdotal Info…
16. A. Selecting Key Learner Outcomes
Key Learner Outcomes for Elementary
Language Arts encompass more than
one specific learner outcome (SLO)
from the Program of Studies. This
allows teachers to provide a
summative assessment of the wide
range of concepts and skills included in
the Alberta ELA Program.
Key Learner Outcomes
17. Grade 1 Key Learner Outcome:
Readsand Comprehends at
Grade Level
The key learner outcome above
represents the following
specific learner outcomes
from the ELA Program of
Studies.
Using KLOs and SLOs
18.
19. Effective language arts programs
employ appropriate evaluation and
reporting processes.
Effective evaluation should:
reflect the learning objectives
focus on what students have learned and
can do
be congruent with instruction and be
based on meaningful tasks
be based on appropriate criteria that
students know and understand
Collecting Evidence of Learning
20. reflect a range of tools and methods
of assessment and evaluation
provide multiple opportunities and
ways for students to demonstrate their
learning
be ongoing and continuous
inform practice and instructional
decisions
inform others (e.g., students and
parents) in a clear, accurate, and
practical way.
Collecting Evidence of Learning
21. Evidence of Student Learning Used to Assess Reading
Strategies:
Running Records (analysis of miscues tells about
use of visual, sentence structure and meaning cues in
the text)
Retellings (shows how many inferences,
elaborations or how much on-the-page information the
student uses to recall a text)
Comprehension Conversations (shows whether or
not the student is capable of using on-the-page and off-
the-page information)
Written Responses (shows whether or not a student
can recall, choose and interpret information read)
Book Club Discussions (anecdotal notes show
whether or not the student can talk about a text by
referring to on and off the page information in the text)
Sources of Evidence….
22. How do you
set up
your
assessment
notebook?
Take turns sharing with a partner.
TURN AND TALK
24. Caution should be used to ensure that:
a) The report card targets significant
English Language Arts.
b) The knowledge and skills described in
the key learner outcomes clearly lend
themselves to distinct levels of
achievement.
c) All key learner outcomes are clearly tied
to the Program of Studies.
Important points to ponder
25. Statements which do not meet these
criteria should not appear on the report
card. The following examples are
not appropriate to use as key
learner outcomes on the report card.
Completes entries in reading log
Contributes to class discussions
Maintains and organized writing folder
Works cooperatively in groups
Caution….
26. Report card comments should …
be phrased in positive language
be professional in tone but not use
educational jargon
have an “affective” reference to the
student so as to refrain from being too
clinical (in other words, use the student’s
name)
be consistent in the audience throughout
the report card (i.e., “Kyle performs work
that…”, not “Kyle, you…”)
Comment tips…from Elem doc.
27. refer to student’s work samples or to the
evidence of learning that supports the
summative assessment, focusing on
student strengths and weaknesses and
identifying the next steps
be a reasonable length (2 – 3 sentences)
be developed from anecdotal notes
throughout the term
Comment tips from Elem doc.
28. Take out your
samples. Circle
anything you
think “needs
some love”.
Underline some
phrases you
really like…the
“keepers”.
Take turns sharing with a partner.
TURN AND TALK
30. 1. Do not repeat the
descriptor in the comments.
Outcome:
Reads and comprehends at grade level. Proficient
Comment: Jory reads and comprehends at
grade level.
31. Instead…further clarify the comment by
offering a goal/next step.
Outcome:
Reads and comprehends at grade level. Proficient
Comment: Jory is gaining confidence in
solving unknown words. He still needs
strengthening in his reading fluency. Jory
would benefit from reading stories out loud
on a daily basis.
32. 2. Fountas and Pinnell levels
should not be reported on
the report card.
Descriptor:
Reads and comprehends at grade level.
Comment:
Evan is reading at Level M.
33. 3. There should not be inflexible
high – medium- low comments.
Outcome:
Reads and comprehends at grade level. ???????
Comment: Jory is gaining confidence in
solving unknown words. He still needs
strengthening in his reading fluency. Jory
would benefit from reading stories out
loud on a daily basis.
Grade Two…What is the level of achievement?
37. Focus on Student Learning
This term, ____ has been working on …
____ should be commended for …
____ has strengthened his/her skills in …
____ is strong in …
____ continues to show growth in …
____ is gaining more self-confidence in …
____ is making steady progress
academically in …
There has been a noticeable improvement in
_____’s …
38. Areas for growth
As we have discussed, ____ could work
on …
____ would benefit from …
To ensure ____’s continued success next
term, …
It may be helpful for ____ to practice …
____ still needs strengthening in …
39. Suggestions for next steps…
____ would benefit by focusing on …
____ could improve writing skills by …
____ could improve reading skills by …
____ and I have set clear goals for this
next term to improve …
