Good Spirit School Division 204
Students Come First
  • Banner5.jpg
    Building Strong Foundations to Create Bright Futures ​
  • May 27, 2020
    School Day 6
    No School Today
    Outcome-Based Assessment and Reporting
    Understanding Outcome-Based Reporting (this will link to the new poster created)

    Curriculum renewal to an outcomes-based approach necessitated a change to properly reflect how we report student progress.  A committee, established in the 2013-14 school year, put a tremendous amount of thought and effort into gradient descriptors to ensure they best reflect the curriculum. As of the 2019-2020 school year, all grades K-9 students in the Good Spirit School Division are assessed according to outcomes and achievement is reported according to the 4-point Achievement Scale.

    Historically assessment practices were designed to rank and sort students. Now assessment supports all students with a focus on learning and the achievement of outcomes. We are committed to ensuring that each student achieves his/her personal best. 

    Insert picture of 4-pt scale from poster


    Report Cards
    • A report card is issued in Kindergarten at the end of Term 2 and Term 3.
    • Elementary & Middle Years (Grades 1-9) report cards are issued at the end of Terms 1, 2 and 3.
    • Secondary (Gr. 10-12) report cards are issued at mid-term in both Semester 1 and Semester 2, as well as at the end of each semester. In some schools, middle years (Gr. 6-9) courses may follow the high school report card schedule.
    The purpose of the report card is to effectively communicate authentic and accurate feedback to stakeholders about student achievement and learning behaviours. Reporting informs and enhances learning and instruction.

    Learning behaviours such as attendance, effort, organization, etc. are assessed and reported separately from academic achievement. By separating achievement from behavior, a more accurate picture of what a student knows and understands is demonstrated.
    Insert picture of learning behaviours chart from poster

    Rubrics
    Rubrics are designed to track triangulated evidence of student learning—evidence stemming from products, conversations, and observations. When the student creates a product as a demonstration of learning, that evidence is plotted on the rubric. Rubrics use tasks to gather evidence of learning with respect to a group of outcomes and track this evidence of learning against specified criteria. The levels on the rubric are cumulative. Students who achieve level 4 have already demonstrated the competencies described in levels 1, 2, and 3.

    Grades at a Glance
     
    Student-Led Conferences
    Student-led conferences are an important aspect of outcome-based education. In a student-led conference, students, parents, and teachers come together to discuss, plan, and celebrate student learning. These conferences provide the opportunity for students to be actively engaged in the learning process. Teachers (and students when appropriate) use the GSSD rubrics to determine their current level of achievement on targeted outcomes and then choose work samples and assignments that demonstrate their achievement levels. During the student-led conferences, students show their work to their parents and explain how the samples demonstrate their achievement level on the rubrics.

    During the conferences, parents develop a better understanding of what their children are learning and how they are being educated. Student-led conferences are appropriate for students from Kindergarten to Grade 12. The level of teacher involvement changes as students’ progress through the grades.

    It is important to note that for some students, a traditional parent-teacher interview may still be required beyond (or in replacement of) the student-led conference. If teachers or parents have a need to meet outside the student-led conference to discuss academic or behavioural concerns, arrangements should be made for these interviews.