Student report cards
Presentation for
Primary School Staff
2007
OUR EDUCATIVE PURPOSE
What is powerful
to
learn?
Victorian
Essential Learning
Standards
LEARNER
What is powerful
learning and
what promotes it?
How do we know
it has been learnt?
Assessment Advice
Principles of
Learning
and Teaching
Who do we
report to?
Students
Teachers
Parents
Community
System
Why student report cards?
• Blueprint for Government Schools
- Victorian Essential Learning Standards
- Improved reporting on student achievement
• Consultation with parents
- Difficulties in understanding the language used
- Variation from school to school
- Understanding clearly what their child has
achieved and how they can help
Part 1: Sample
Learning Area page
Graphic – domains, ratings,
progress
Work habits – effort, behaviour
Ratings
Legend
Key features of the student report card Parts 2 and 3
• What ‘John’ has achieved
• Areas for improvement/future learning
• The school will do the following to support
‘John’ in his learning
• What you can do at home to help ‘John’s’
progress
Key features of the student report
card - Parts 2 and 3 continued
• Attendance
• Student comment
• Parent comment
What will the software do?
DoE software will:
• provide the report card template
• accept scores entered by teachers at the
dimension level
• aggregate dimension scores to provide a domain
score
• produce an A-E rating and a solid achievement ‘dot’
for each domain (dimension in English and
Mathematics)
• produce a hollow progress ‘dot’ indicating
achievement 12 months previously.
Standards, progression points and the process of
allocating scores
• Teachers will use the standards, supported
by progression points and assessment maps
to make an on balance judgement of student
achievement at the dimension level.
• Progression points are indicators of
progress towards a standard.
• With the exception of level 1, there are three
within each level (e.g. 3.25, 3.50, 3.75).
Standards, progression points and the process of
allocating scores - continued
• Teachers use the standards, supported by
progression points and samples of student
work to make an on balance judgement in a
dimension (e.g. reading) and then assign a
corresponding score (e.g. 3.25).
Scores and A-E ratings
• The software will add together and
average dimension scores to provide an
overall score for the domain.
• The software will then produce a solid ‘dot
point’ indicating achievement against the
standard, and an A-E rating based on the
domain score, the year level and the
semester of reporting.
A-E scale
A
Well above the standard expected at this time of
the year
B
Above the standard expected at this time of
the year
C
At the standard expected at this time of the
year
D
Below the standard expected at this time of
the year
E
Well below the standard expected at this time of
the year
Discussion activity
• What aspects of our existing reports are
included in the student report cards?
• What aspects are not included?
• How will we make best use of the student
report cards eg: How will we use them to
better inform parents about their child’s
progress?
• What are the implications for our planning?
What about . . . .
• Students with disabilities?
• ESL students?
• Integrated studies, specialist areas or extra
curricular activities?
• Multiple teachers assigning scores?
• Portfolios?
Support
• Website:
http://www.education.vic.gov.au/studentlearning/studentreports/default.htm
• Software training
• Assessment Professional Learning Modules
• Sample report templates
• Advice on writing comments, developing personal
learning goals and student comment
• Assessment maps, annotated work samples and
progression points