Three Pager on Outcome-Based Reporting
Background of Outcome-Based Reporting in GSSD
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 lot of thought and effort into gradient descriptors to ensure they best reflect the curriculum. In 2014-2015, five elementary schools
agreed to pilot the outcome-based report card - Canora Junior Elementary, Davison (Melville), PJ Gillen (Esterhazy), Columbia (Yorkton) and Yorkdale Central
School (Yorkton). In 2015-2016, GSSD had 23 schools utilized outcome-based report cards in a variety of grade levels from Kdn. to Grade 9. The implementation
schedule for 2016-17 illustrates which GSSD Schools will be utilizing the division outcome-based report card up to Grade 8. Several schools will be extending this
to Grade 9 (dependent on their grade configuration).
Frequently Asked Questions (FAQs) about Outcome-Based Reporting
What should I do if I have not taught
a particular outcome in ELA/Math or
a strand in Science, Social, etc. during
a term?
GSSD would recommend that teachers leave an outcome or strand blank for the term if it has not been taught. If the
student has not completed sufficient work or the teacher has not gather sufficient evidence, we would suggest that the
mark of IE be used.
Can my school still give out academic
awards at the end of the year?
GSSD believes in Learning Without Limits and Achievement for All. However, with outcome-based reporting
determining academic awards might be more challenging. We would encourage schools to reflect on their current
practice and to look for ways to involve their students, staff, and community to find ways to honor past practice while
looking to the future of assessment and grading. We encourage these conversations to happen as soon as possible so a
community based decision can be made.
What about the subjects that do not
have outcomes identified? Do I
simply average the marks together?
Research does not support the averaging or combining of marks. GSSD would encourage teachers to make a decision
based on their evidence (assessment rubrics, products, observations, and conversations, etc.) to determine the level of
proficiency the student is displaying. We also strongly encourage teachers to spend time at the student led conference
discussing this with parents so they can understand how that report card marks were determined.
This decision is left up to the school level team. However, it would be expected that comments should be educationally
relevant and somehow impact achievement levels in the future. Examples such as good work, pleasure to have in class,
etc. are typically less impactful then comments regarding evidence gathered in the assessment process. This is not to say
that we should make the report card clinical. We are in a people profession and teachers need to use their own
judgement.
Absolutely! The Adaptive Dimension in Core Curriculum document has been in place in Saskatchewan since 1992. GSSD
fully supports responsive teaching, which encompasses adaptations. Teachers will however need to decide how he or
she will report to parents. The GSSD Assessment Rubrics illustrate the required evidence needed to award a 1, 2, 3, or 4.
In many cases, a 3 is framed as being independent. At this point, the teacher and school will need to decide how they
will apply the Adaptive Dimension and Responsive Teaching Practices while still reporting accurately on student
achievement. Remember, the objective of the report card is to report to all stake-holders authentic and accurate
information.
Do I have to comment on each
subject area of the report card?
Should teachers still be adaptation
content, instructional practices and
assessment in an outcome-based
reporting structure?
How do we report on year end ELA
outcomes?
What is required to award a 4 or
Exceeding on an outcome-based
report card?
What are learning outcomes? Are all
outcomes essential?
ELA outcomes are designed to be met by the end of the school year. Teachers assess students according to the portion
of the outcome that has been taught during a particular term. Students may be "meeting expectations" (level 3) but not
have mastered the entire outcome in the first or second term. It is not an expectation that all ELA outcomes are taught
and assessed every term; however, assessing and reporting on all outcomes at the end of the year is required. Please
refer to the ELA Comparison Chart which has been designed to assist teachers in connecting the Sask. Curriculum
outcomes, the GSSD Outcome-Based Report Card Statements and the GSSD ELA Assessment Rubrics.
The target for our outcome-based report card is a 3 or Meeting Expectations. This rating or mark would suggest that the
student consistently demonstrates an understanding of the concept or has achieved the concept. A rating of 4 or
Exceeding would suggest that the student can independently demonstrate in-depth understanding of the concept, and
consistently applies this knowledge to new situations. This would suggest higher order thinking and an application of the
newly acquired concepts to new and novel situations.
Outcomes define what a student is expected to know and be able to do at the end of the grade or secondary level
course. Therefore, all curriculum outcomes are required. Indicators clarify the breadth and depth of each outcome.
Three Pager on Outcome-Based Reporting
How We Report on Academic Achievement (Elementary & Middle School – Grades 1 to 9)
How We Report on Behavioural Expectations (Elementary & Middle School - Grades 1 to 9)
Three Pager on Outcome-Based Reporting
How We Report on Behavioural Expectations (High School – Grades 9 to 12)