Ends Assessment and Reporting

Calgary Board of Education

The Ends

Mega-End

Ends 3, 4 and 5

What are Ends 3, 4 and 5 about?

Reasonable Interpretations

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

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.

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

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 evaluating 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 20-30

(revised 2009) p. 16

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?

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.

ReportingThe same report card stems will be added to all Grade 1- 12 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.

The same report card stems will be added to all Grade 1- 12 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.

Citizenship in Learning

Ends

Report Card Stems

Reasonable Interpretations

General IndicatorsCitizenship

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

Personal Development through Learning

Ends

Report Card Stems

Reasonable Interpretations

General IndicatorsPersonal

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

Ends

Report Card Stems

Reasonable Interpretations

General IndicatorsCharacter

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

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.

Reporting

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.

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 2010-2011 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.

Timeline

Elementary and Middle/Junior High Schools2010/2011

Partial implementation: • full assessment and reporting of at least one End

• descriptive feedback prior to summative scale

•optional full implementation

2011/2012Full implementation

Senior High Schools2011/2012

Partial implementation:• continuation of 2010/2011 Ends

reporting

• assessment and reporting of at least one additional End

2012/2012 Full implementation

2010/2011Partial implementation:• full assessment and reporting

of at least one End

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.

“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 McMurrayInspiring Education, Community Conversation

A Parent’s Wish