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Assessment & Reporting

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Reading Reflection Journals

ReadĀ­ing ReflecĀ­tion JourĀ­nals (or ReadĀ­ing Response JourĀ­nals) are a great tool for assessĀ­ing stuĀ­dentsā€™ readĀ­ing comĀ­preĀ­henĀ­sion, critĀ­iĀ­cal thinkĀ­ing skills, and emoĀ­tionĀ­al responsĀ­es to texts. They can be ā€œa place for stuĀ­dents to write, draw, and share their opinĀ­ions and ideas or respond to a textā€ read in class (The AppĀ­liĀ­cious Teacher).

The Reading & Writing Literacy Connection

ReadĀ­ing ReflecĀ­tion JourĀ­nals are a simĀ­ple way that teachĀ­ers can help their stuĀ­dents ā€œclose the readĀ­ing and writĀ­ing litĀ­erĀ­aĀ­cy conĀ­necĀ­tionā€ (The AppĀ­liĀ­cious Teacher).

INPUT: READING: when stuĀ­dents read, they are takĀ­ing in the ā€œthoughts, ideas, opinĀ­ions, & imagĀ­iĀ­naĀ­tionā€ of othĀ­er peoĀ­ple (The AppĀ­liĀ­cious Teacher).

OUTPUT: WRITING: when stuĀ­dents write, they are proĀ­ducĀ­ing their own ā€œthoughts, ideas, opinĀ­ions, & imagĀ­iĀ­naĀ­tion. They are asked to take the input and creĀ­ate an outĀ­putā€ (The AppĀ­liĀ­cious Teacher).

EngagĀ­ing stuĀ­dents in the input and outĀ­put of litĀ­erĀ­aĀ­cy is essenĀ­tial to their process of develĀ­opĀ­ing ā€œmeanĀ­ingĀ­ful readĀ­ing comĀ­preĀ­henĀ­sion and powĀ­erĀ­ful writĀ­ing skills.ā€ When stuĀ­dents have a chance to ā€œengage in the litĀ­erĀ­aĀ­cy conĀ­necĀ­tion of readĀ­ing-process-writĀ­ing,ā€ deepĀ­er readĀ­ing comĀ­preĀ­henĀ­sion becomes posĀ­siĀ­ble (The AppĀ­liĀ­cious Teacher).

Grade 7 Science Applications

In my upcomĀ­ing practicum, I will be teachĀ­ing a SciĀ­ence 7 unit on cliĀ­mate. As part of my assessĀ­ment plan, stuĀ­dents will comĀ­plete an entry in their ReflecĀ­tion JourĀ­nals after each lesĀ­son. To conĀ­clude each lesĀ­son or new conĀ­cept, stuĀ­dents will be givĀ­en a reflecĀ­tion prompt to answer in their jourĀ­nals, meetĀ­ing the curĀ­ricĀ­uĀ­lar comĀ­peĀ­tenĀ­cy, ā€œrespond to text in perĀ­sonĀ­al, creĀ­ative, and critĀ­iĀ­cal ways.ā€ These jourĀ­nals will serve as a place for my stuĀ­dents to develĀ­op their metacogĀ­niĀ­tion, critĀ­iĀ­cal and reflecĀ­tive thinkĀ­ing skills, writĀ­ing and comĀ­muĀ­niĀ­caĀ­tion skills, as well as keep track of new vocabĀ­uĀ­lary they learned. At the end of the unit, their jourĀ­nals will be a source of learnĀ­ing eviĀ­dence; stuĀ­dents can look back at their preĀ­viĀ­ous entries and reflect on how their learnĀ­ing has progressed. 

Student Reporting Policy

The Proficiency Scale

The proĀ­fiĀ­cienĀ­cy scale gives teachĀ­ers a frameĀ­work for assessĀ­ing and reportĀ­ing their stuĀ­dentsā€™ progress, and allows teachĀ­ers, stuĀ­dents, and careĀ­givers to underĀ­stand where stuĀ­dents are in their learnĀ­ing jourĀ­ney and idenĀ­tiĀ­fy areas for growth.

EmergĀ­ing: stuĀ­dents are beginĀ­ning to demonĀ­strate an underĀ­standĀ­ing of learnĀ­ing standards/objectives. They may show iniĀ­tial attempts at applyĀ­ing skills/concepts but often require sigĀ­nifĀ­iĀ­cant support/guidance from teachers.

DevelĀ­opĀ­ing: stuĀ­dents are makĀ­ing progress towards masĀ­terĀ­ing the learnĀ­ing standards/objectives. They are startĀ­ing to demonĀ­strate more conĀ­sisĀ­tent underĀ­standĀ­ing & appliĀ­caĀ­tion of skills/concepts, but they may still require some support.

ProĀ­fiĀ­cient: stuĀ­dents have achieved masĀ­tery of the learnĀ­ing standards/objectives. They conĀ­sisĀ­tentĀ­ly demonĀ­strate a comĀ­plete underĀ­standĀ­ing of skills/concepts & can apply them effecĀ­tiveĀ­ly with minĀ­iĀ­mal support.

ExtendĀ­ing: stuĀ­dents exceed masĀ­tery of the learnĀ­ing standards/objectives. They demonĀ­strate advanced underĀ­standĀ­ing & appliĀ­caĀ­tion of skills/concepts & are able to apply them creĀ­ativeĀ­ly & independently.

Frequency of Reporting

ThroughĀ­out the school year, stuĀ­dents receive atleast five comĀ­muĀ­niĀ­caĀ­tions on their learnĀ­ing progress; four learnĀ­ing updates and one sumĀ­maĀ­ry of learning.

LearnĀ­ing Updates: 2x ForĀ­mal LearnĀ­ing Updates- digĀ­iĀ­tal or printĀ­ed forĀ­mat, covĀ­ers all areas of learnĀ­ing; includes feedĀ­back on strengths, areas for growth, opporĀ­tuĀ­niĀ­ties for develĀ­opĀ­ment, attenĀ­dance inforĀ­maĀ­tion, & stuĀ­dent-genĀ­erĀ­atĀ­ed conĀ­tent (self-reflecĀ­tion on Core Competencies/goal setĀ­ting). 2x InforĀ­mal LearnĀ­ing Updates- conĀ­ferĀ­ences, disĀ­cusĀ­sions, phone calls, emails, portĀ­foĀ­lios, writĀ­ten sumĀ­maries; covĀ­ers simĀ­iĀ­lar conĀ­tent as writĀ­ten updates.

SumĀ­maĀ­ry of LearnĀ­ing: (at the end of the school year) describes & sumĀ­maĀ­rizes stuĀ­dent learnĀ­ing & growth throughĀ­out the year. Includes sumĀ­maĀ­ry of stuĀ­dent learnĀ­ing, feedĀ­back on strengths, areas for growth, opporĀ­tuĀ­niĀ­ties for develĀ­opĀ­ment, attenĀ­dance inforĀ­maĀ­tion, stuĀ­dent-genĀ­erĀ­atĀ­ed content.

FeedĀ­back on how stuĀ­dents learn and parĀ­ticĀ­iĀ­pate in class should conĀ­cenĀ­trate on things teachĀ­ers can see hapĀ­penĀ­ing in the classĀ­room. This kind of engageĀ­ment helps stuĀ­dents learn imporĀ­tant skills and reach their own goals, preparĀ­ing them to sucĀ­ceed in a world thatā€™s always changing.

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