We want to ensure that both students and parents/guardians are well informed about assessment practices in our division.
Please take a look at our DOCUMENT and this VIDEO that overviews how to view ongoing reporting.
In GSACRD we will engage in on-going reporting and regular communication that provides feedback for students and parents. As parents/guardians, you can anticipate:
- Current grades in PowerSchool (updated frequently and regularly) which is found in the Parent Portal.
- Clear descriptions of which key learnings that were evaluated with each assessment
- Indication if the assessment is formative or summative
-
Formative Assessment: assessment that provides information about student progress and direction for improvement and/or adjustment to a program for individual students or for a whole class, but is not part of an achievement grade.
-
Summative Assessment: assessment that provides information to make judgments about student achievement at the end of a period of instruction and for determining an achievement grade.
-
- Growth as a Learner* to be assessed three times per year (November, March, and June)
- Formative assessments may show a 1-2-3-4 or a M-NYM** grading scale or SI-SM-SD***.
- Summative assessments will show a 1-2-3-4 or a M-NYM grading scale.
- One culminating report card at the end of June with comments that include:
- any accommodations that were used throughout the year
- if the student is on an Indiviual Program Plan (IPP)
On-going reporting in elementary schools is relatively new. It requires an adjustment in how we view assessment. Teachers will be reporting on knowledge, understanding, skills, and procedures (KUSPs) which may be new to the student. It is common that when students are first introduced to a concept or skill, they may not be able to master it immediately. Initially, student learning may reflect a beginning understanding and you may see a 1 or 2, or an SD or SM in PowerSchool. Do not be alarmed as your child is still learning and will be provided other opportunities to develop those skills and will continue to be assessed throughout the year. In K-6 reporting, final evaluations are not an average of the year. Each assessment replaces the last and indicates the current level of achievement of the student.
We encourage all parents to use PowerSchool as a tool to remain informed about student progress. Questions or concerns about student assessments should be directed to the homeroom teacher. Interviews to discuss student progress will continue to be a valuable opportunity for collaboration between home and school. In addition to this, reciprocal emails and phone calls will also be essential to maintaining a solid relationship that is focused on student success.
In the near future, we will be providing a video that outlines how to navigate the Parent Portal. This will provide instructions on how to create an account, view student grades, pay school related fees and sign permission forms. In the meantime, should you have any questions please contact the office. We look forward to a wonderful year as partners in your child’s education.
*Growth in Catholic Values
|
Learner Attributes |
Criteria |
Consistently |
Usually |
Sometimes |
Rarely |
|
Respectful at prayer time |
Quiet and attentive during prayer time Refrains from activity that prevents others from praying |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Contributes positively to school community |
Smiles, friendly Encourages others Cooperates with others Doesn’t swear or gossip |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Demonstrates service to others |
Lends a helping hand Volunteers Takes part in school service projects/charity |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
Growth as a Learner
|
Learner Attributes |
Criteria |
Consistently |
Usually |
Sometimes |
Rarely |
|
Completes assignments/Projects on time |
High degree of accuracy Completed in a timely manner Works independently while waiting for others to finish Focused and on task |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Follows Directions |
Reads carefully and listens attentively to directions Able to work independently after instructions Rarely needs reminders |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Organizes materials and space |
Is able to find materials Puts materials away Keeps desk tidy Recognizes and respects personal space of others |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Participates positively in classroom activities and discussions |
Eyes always on speaker-Body still, in desk and attentive Limited interruptions Interacts when speaker is finished Responses and comments demonstrate respect |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
|
Strives for quality work |
Uses extra time to improve work My work is completed legibly for others to read Revises and edits work |
Most often demonstrates Frequently |
Often Demonstrates |
Occasionally Demonstrates |
Seldom Demonstrates |
**
|
Achievement Level |
Descriptor |
|
4 |
Work is excellent at grade level and provides evidence of an in-depth understanding and application of the learner outcomes. The student can demonstrate these skills and understandings consistently and independently. |
|
3 |
Work is proficient at grade level and provides evidence of a well-developed understanding and application of the learner outcomes. The student is most often able to demonstrate these skills and understandings independently, but may require minimal direction. |
|
2 |
Work is adequate at grade level and provides evidence of a basic understanding and application of the learner outcomes. The student is sometimes able to demonstrate these skills and understandings independently, but requires direction to do so successfully. |
|
1 |
Work is not yet at grade level and demonstrates a beginning understanding of the grade level learner outcomes. The student requires direct support to demonstrate these skills or understandings. |
|
M |
Work meets or exceeds the expectations of the learner outcome. |
|
NYM |
Work does not yet meet the expectations of the learner outcome. |
|
N/A |
No assessment possible due to lack of evidence. |
|
IPP |
Refer to the Individual Progress Plan |
***
|
SI |
Skill is consistently demonstrated independently. |
|
SM |
Skill is developing with minimal support. |
|
SD |
Skill is emerging with direct support. |
|
N/A |
No assessment possible |