Standards Based Reporting (and

assessment)Paulina Aguilera, Treena Casey,

Marianne Yong-Macdonald

Shekou International School

The Process Of Implementation

1. Establish a standards based curriculum

2. Complete the circle by REPORTING to proficiency vis-a-vis the academic benchmarks

3. Create focus group representational of all divisions in order to create a tailored report card for the school:

• Common understandings (What do teachers want?)• Elementary School/Middle School/High School• What similarities should there be K-12?• How will each look different?• How will our ESLR’s be incorporated?

COLLABORATIVE DECISION MAKING

• The faculty looked over a range of standards based report samples and noted features they liked.

• The focus group created prototypes and asked for feedback from teachers.

• Worked with technology staff on the design of the report card.

• Final approval, implementation and revision.

COMMUNICATE with the SCHOOL COMMUNITY

• Parent information nights• Coffee mornings• Wednesday Weekly articles• Teachers also responsible for

communicating with students about the new system

SAMPLE

SAMPLE STANDARD BASED ASSESSMENTS

• Teacher developed rubrics are continually being revised

• Assessments are linked to the curriculum

• Let’s look at some!

MATH ASSESMENT

MATH ASSESSMENT•

MATH ASSESSMENT

MATH ASSESSMENT

ALGEBRA ASSESSMENT

MATH ASSESSMENT

SCIENCE ASSESSMENT

SCIENCE ASSESSMENT

HUMANITIES ASSESSMENT

HUMANITIES ASSESSMENT

HUMANITIES ASSESSMENT

HUMANITIES ASSESSMENT

GRADE 6: ART RUBRIC

SAMPLE ARTWORK

7 ART RUBRIC

SAMPLE ARTWORK

ESLR’S IN ART

SAMPLES

MYTH BUSTER

• These new assessments are not authentic compared to traditional models

• Parents (especially with high school children) will not like the system

• Teachers will not embrace the change

• Numbers and percentages tell us more than “letters and symbols”

What’s So Great About It?

• Positive change in teaching practices• Students talk in terms of their proficiency in

their learning • Students find many ways to demonstrate

their learning and prove their learning• Assessments take on the form of feedback

rather than a judgment• More accurate assessment of students’

learning• Teachers know their students well

BUMPS ALONG THE WAY

• Teacher record keeping needed to change• Consistency can be an issue across

disciplines• Equating proficiency to a grade for High

School. (We’ve developed a system.)• It takes TIME to really truly live this process• The process is ongoing and teachers will all

move along at a different pace- be patient • Resistance does not mean teachers don’t

like it- address deeper issues