ASSESSMENT & REPORTING
GUIDELINES LAST UPDATE: AUGUST 2020
What is a rubric?
A rubric is an assessment scale a set of clear criteria that describe the levels of performance, knowledge or understanding. It’s an assessment tool that allows the teacher to give students detailed feedback. Rubric offers students a series of expectations on which they will be assessed, as well as specific goals they will have to achieve.
Why four point scale?
The ISR four point scale offers clarity, consistency, precision, and progress measures. Rubric offers clarity to students by describing each level performance from 0 to 4. The use of this scale gives the assessment process consistency at all school and group levels. This way, teachers can clearly communicate themselves when it comes to distinguish between the different levels of achievement given that it is more realistic thanks to the criteria descriptions. Finally, this scale allows teachers and students to measure their learning progress based on expectations clearly described in each interval.
What is a standard?
Standards are specific expectations that students must meet at certain school year. These expectations are clearly stated and teachers assess students on attainment of these standards. ISR curriculum has series of standards on every subject according to SE (Mexican Ministry of Education) requirements and US national curriculum.
Why standards?
Standards are an effective way of giving to both students and parents clear “rules of the game” as for knowledge, skills, attitudes, and values to be developed.
What are Standards-based Report Cards?
On standards based report card grades reflect what the student knows and is able to do, taking into consideration the standards established in the institutional curriculum. Thus, every time a student works on homework, his performance will be compared with the standard, not with the students performance.
Why is San Roberto International School using Standards-Based Report Cards?
Standards-based report cards will assure all stakeholders that there are high expectations in every single classroom, each and every day and it will ensure that the individual needs of children will be easily identified and addressed. This grading system helps improve students’ achievement focusing on four basic questions:
What do they need to know or be able to do? How do we know they have already learned? What will be done if the students have not learned? What will we do if they already know?
I. ISR Assessment Philosophy At San Roberto International School we believe that the primary purpose of assessment is to improve student learning. Fundamentally, assessment is the process of gathering information that reflects levels of student achievement so as to give effective feedback to students regarding their learning. However, assessment tends to serve slightly different purposes for different stakeholders.
For students effective assessment is an opportunity to: Demonstrate what they have learned. Monitor their own learning, set goals, and plan next steps. Understand the benchmarks and the criteria for success. Reflect and share with peers, build confidence and self-esteem.
For teachers effective assessment is an opportunity to: Determine degrees of prior knowledge before beginning a unit. Identify and support learning differences and learning styles. Ascertain degrees of understanding and achievement and various stages of the learning process. Modify instruction and curriculum based on the needs of the students. Evaluate, record, and report student achievement to stakeholders.
For parents effective assessment is an opportunity to: Become an active participant in the learning process. Be accurately informed of their children’s progress. Be accurately informed of their children’s strengths, and areas in need of support. Assist their children in planning for the future, both immediate and longer term.
For school leadership effective assessment is an opportunity to: Use student-learning data for effective curricular and instructional decision making.
II. Assessment Policies and Practices Students’ performance is assessed based on curriculum standards. Standards assessment includes fulfillment of benchmarks without mixing other elements such as homework, effort, participation, conduct, etc. Homework, participation in class, effort, and conduct are learning key elements and will be assessed separately in the non-academic achievement evaluation report. Academic assessments based on standards such as non-academic achievement evaluations are equally important and will be considered on determining student participation in school curricular and extra curricular activities. Likewise, both assessments will be considered for student promotion to the next grade level. Preschool students will be assessed based on standards using rubrics and reported on the following scale.
Meets Expectations
Progressing Toward Expectations
No Evidence Yet
Elementary and Middle school students are regularly assessed by four point scale rubrics converted to 10 point scale as is aligned with local SE requirements.
Mastery
Advanced Progress
Beginning Progress
Of Concern
III. Policies and Practices for Assessment Reports A. Kinds of Report Students achievement will be communicated by ISR in a formal way to students and parents through a report based on standards. As of this school year, parents will receive the following reports: Reporting systems
Preschool
Standards Based Report Card
Elementary
Middle School
Non-academic Report Card Student/ Teacher Led Conference with Parents
Twice a year
Twice a year
Twice a year
Some other ways to communicate student’s academic achievement and learning skills are: Appointments and meeting with parents: Aside from assessing grades information and report cards using our student information system, teachers and/or parents may request appointments to talk about student’s level of performance. Student Information System: families have access to the academic and non academic scores all year long. Electronically: Teachers can also use e-mail to share and communicate student’s academic performance. Other means: Teachers can use a wide variety of methods to report student’s learning achievement between them and to parents. These may be observations record, electronic online platforms such as SEESAW, Global Campus, Google Classroom, formal letters or formal reports using the student information system, tutoring, interventions grouping etc. Feedback: Teachers give students constant feedback on their class work and homework. This feedback can be oral and/or written. Feedback may be individual, in small groups and for a large group. Elementary and middle school students are assessed by rubrics based on non-academic achievement like Effort, Personal Habits, and Conduct.
Non-Academic Achievement Persistence Perseverance Learning interest and curiosity
Effort
Participation in class Engagement in tasks Homework and class work fulfillment Preparation for class Willingness and enthusiasm to learn Respect for others of opinions, feelings, and ideas Follows procedures, guidelines and expectations
Conduct
Self-control Acts as a positive team member of his or her class Kindness and courtesy Honesty Wears complete uniform Personal attire
Personal Habits
Grooming Organization and neatness on his work area Attendance Responsibility on homework and assignments
Non-Academic Achievement Rubrics ISR Holistic Conduct Rubric Student can independently:
4
● Demonstrate appropriate behavior that promotes and allows for a good learning climate and the well-being of others.
Mastery
● Demonstrate respect for other people’s opinions, feelings, ideas, & property.
* EC: Not applicable
● Follow ISR Guidelines & Expectations & Technology Policy expectations. - Student often demonstrates behavior in the category of “Good” as described in the ISR Discipline Handbook. - Student does not have any conduct report in the “moderate”, “severe” or “very severe” categories. With support from teachers through reminding/prompting, student can demonstrate:
3
Advanced Progress * EC: 3 - Meets Expectations
● Appropriate learning behavior that promotes and allows for a good learning climate and the well-being of others. ● Respect for other people’s opinions, feelings, ideas, & property. ● Following ISR Guidelines & Expectations & Technology Policy expectations. - Student may have one or more reports in the category of “minor misbehavior” as explained in the ISR Discipline Handbook. - Student does not have any conduct reports in the “moderate”, “severe” or “very severe” categories.
2
Beginning Process * EC: 2 Progressing Towards Expectations
With frequent reminding/prompting from teachers, student can demonstrate: ● Appropriate learning behavior that promotes and allows for a good learning climate and the well-being of others. ● Respect for other people’s opinions, feelings, ideas, & property. ● Following ISR Guidelines & Expectations & Technology Policy expectations. - Student may have up to two reports in the category of “moderate” as explained in the ISR Discipline Handbook. - Student may have no more than one conduct report in the “severe” category. - Student does not have a report in the “very severe” category. Student is considered at risk. With frequent reminding/prompting from teachers, student can sometimes demonstrate:
1
Of Concern * EC: 1 - No evidence yet
● Appropriate learning behavior that promotes and allows for a good learning climate and the well-being of others. ● Respect for other people’s opinions, feelings, ideas, & property. ● Following ISR Guidelines & Expectations & Technology Policy expectations. - Student may have one or more reports in the category of “severe” or “very severe” as explained in the ISR Discipline Handbook. NOTE: Assigning a 1 in conduct requires prior principal’s approval.
* Early Childhood
Items with asterisk (*) align with Early Childhood performance level indicators.
ISR Elementary & Middle School Holistic Effort Rubric
4
Student consistently demonstrates best effort in the classroom. The student consistently demonstrates persistence and perseverance in his or her work, positively responds to feedback, and shows genuine interest and curiosity in learning and growing. In addition, student consistently: participates in class discussion, is actively engaged in learning tasks, turns in all completed class work and homework assignments on time, and is prepared for class. The teacher does not have to remind the student and can always count on the student to be working as expected, giving best effort consistently.
3
Student usually demonstrates best effort in the classroom throughout the term. The student usually demonstrates persistence and perseverance in his or her work, positively responds to feedback, and shows genuine interest and curiosity in learning and growing. In addition, student usually: participates in class discussion, is actively engaged in learning tasks, turns in all completed class work and homework assignments on time, and is prepared for class. Once in a while the student may need a teacher reminder or prompt to continue giving best effort.
Mastery
2
1
Advanced Progress
Beginning Process
Of Concern
Student sometimes demonstrates best effort in the classroom throughout the term. The student sometimes demonstrates persistence and perseverance in his or her work, positively responds to feedback, and shows genuine interest and curiosity in learning and growing. In addition, student sometimes: participates in class discussion, is actively engaged in learning tasks, turns in all completed classwork and homework assignments on time, and is prepared for class. There may be an attempt on the part of the student, but often requires prompting on the part of the teacher. Student rarely demonstrates best effort in the classroom throughout the term. The student rarely demonstrates persistence and perseverance in his or her work, positively responds to feedback, and shows genuine interest and curiosity in learning and growing. In addition, student rarely: participates in class discussion, is engaged in learning tasks, turns in all completed classwork and homework assignments on time, and is prepared for class. The student often requires prompting to give best effort and lack of effort is affecting academic achievement. The student demonstrates difficulty working independently.
ISR Elementary & Middle School Holistic Personal Habits Rubric 4
3
2
Mastery
Student consistently wears the complete uniform and adheres to ISR grooming and personal appearance expectations, attendance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and is consistently on time for all classes.
Advanced
Student usually wears the complete uniform and adheres to ISR grooming and personal appearance expectations, attendance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and is generally on time for all classes. Student may consistently demonstrate some of these habits but at times may be inconsistent or require reminding or prompting from the teacher regarding one or more of the habits.
Progress
Beginning Process
1 Of Concern
Student sometimes wears the complete uniform and adheres to ISR grooming and personal appearance expectations, attendance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and demonstrates difficult in punctuality. Student may usually demonstrate some of these habits but may require frequent reminding or prompting from the teacher regarding one or more of the other habits. Student rarely wears the complete uniform and adheres to ISR grooming and personal appearance expectations, attendance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and shows difficulty in punctuality. Student requires frequent reminders or prompting from the teacher and still only occasionally demonstrates these habits.
ISR Preschool Holistic Personal Habits Rubric M
Meeting Expectations
P Progressing
NE
Not Yet Evident
Student consistently wears the complete uniform and adheres to ISR grooming and personal appearance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and is on time for all classes.
Student sometimes wears the complete uniform and adheres to ISR grooming and personal appearance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and is on time for all classes. Student may usually demonstrate some of these habits but may require frequent reminding or prompting from the teacher regarding one or more of the other habits Student rarely wears the complete uniform and adheres to ISR grooming and personal appearance expectations, demonstrates organization and neatness in personal belongings (i.e. cubby, desk, locker, backpack, etc.), picks up after oneself, and is on time for all classes. Student requires frequent reminders or prompting from the teacher and still only occasionally demonstrates these habits.
Academic Achievement Rubrics ISR Early Childhood Evaluation Rubric PERFORMANCE LEVEL
PERFORMANCE DESCRIPTION
M
The student has a complete and detailed understanding of the information important to the topic, meeting expectations in knowledge and/or demonstrating this performance consistently and independently.
P
The student has an understanding of the information important to the topic, progressing toward expectations in knowledge and performance.
NE
The student has little understanding of the information important to the topic, demonstrating minimal or no evidence yet of knowledge and/or difficulty in performance.
ISR Elementary and Middle School 4-Point Scale Evaluation Rubric PERFORMANCE LEVEL
PERFORMANCE DESCRIPTION
4
The student has a complete and detailed understanding, mastering or exceeding the information important to the topic and/or demonstrating this performance consistently and independently.
3
The student has an overall understanding of the information important to the topic, demonstrating advanced progress in knowledge and performance.
2
The student has a basic understanding of the information important to the topic, demonstrating beginning progress in knowledge and performance.
1
The student has little understanding of the information important to the topic, demonstrating minimal or no knowledge and difficulty in performance.
ISR 4-Point Scale to 10-Point Scale Conversion 4-Point Scale Range 3.7 - 4.0
10-Point Scale 10
3.0 - 3.6
9
2.3 - 2.9
8
1.5 - 2.9
7
0.5 - 2.2
6
0.0 - 0.4
5
B. Reporting Term for Parents Nursery and Preschool Students Will receive their evaluation report cards every trimester based on non-numeric scale to report their development. Families have access to the Student Information System to see their child´s progress.
Elementary and middle school students: Families have access to the Student Information System to see their child´s academic and non-academic progress. Academic grades based on standards and non-academic grades (conduct, effort, personal habits) will be published every term and at the end of the school year in the Student Information System.
Where can I find information about Standard Based Grading that will help me better understand this best practice? o The Case Against the Zero. Dr. Douglas Reeves, December 2004, Phi Delta Kappan. o Inside the Black Box. Paul Black and Dylan William, October 1998, Phi Delta Kappan. o Guidelines for Grading Which Support Learning and Student Success. Dr. Ken o O’Connor, Skylight Press. o How to Grade for Learning: Linking Grades to Standards. Dr. Ken O’Connor, Skylight Press. o Communicating Student Learning: 1996 Yearbook of the Association for Supervisión and Curriculum Development. Dr.Thomas Guskey,ASCD o Making the Grade:What benefits students. Dr.Thomas Guskey, Educational Leadership, 1994. o Making Standards Work. Dr.Thomas Guskey, School Administrator, 1999. o Inflation not the issue: focus on grades’ purpose. Dr.Thomas Guskey, Lexington Hearal-Leader,April 1, 1999,A19. o Developing Grading and Reporting Systems for Student Learning, Dr.Thomas R. Guskey and Jane M. Bailey, 2001, Corwin Press o Transforming Classroom Grading. Robert J. Marzano, 2000, MCREL o Involving Students in Communicating About Their Learning. Dr.Anne Davies, NASSP Bulletin, January 2001. o What does the Classroom Assessment Research Say? Dr.Anne Davies (www.connect2learning.com/cp/online_journal) o Assessment, Student Confidence and School(www.connect2learning.com/cp/online_journal)