ASSESSMENT GUIDELINES & REPORTING
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 o ers 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 o ers clarity, consistency, precision, and progress measures. Rubric o ers 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 di erent 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 e ective 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 e ective feedback to students regarding their learning. However, assessment tends to serve slightly di erent purposes for di erent stakeholders.
For students e ective assessment is an opportunity to:
Demonstrate what they have learned and can apply to new and real life situations. 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 e ective assessment is an opportunity to:
Determine degrees of prior knowledge before beginning a unit. Identify and support learning di erences 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 e ective 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 e ective assessment is an opportunity to:
Use student-learning data for e ective curricular and instructional decision making.
II. Assessment Policies and Practices
Students’ performance is assessed based on evidence collected that aligns with curriculum standards
Standards assessment includes fulfillment of learning targets without mixing other elements such as homework, e ort, participation, conduct, or personal habits.
Homework, participation in class, e ort, and conduct or personal habits are key learning elements that are assessed separately and reported by term in report cards and are assessed separately.
Academic assessments as well as nonacademic achievement will be considered to help determine student participation in school activities and extra curricular activities. Likewise, both assessments will be considered for student promotion to the next grade level.
Meets Expectations
No Evidence Yet Progressing Toward Expectations
Elementary and Middle school students are regularly assessed by four point scale rubrics converted to 10 point scale as is aligned with local Secretary of Education requirements.
Preschool students are assessed based on standards using rubrics and reported on the following scale. Mastery
III. Policies and Practices for Assessment Reports
A. Kinds of Report
Student achievement is communicated by ISR in a formal way to students and parents through a report based on standards.
Parents will receive the following reports:
Standards Based Report Card
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 the observations record, electronic online platforms such as SEESAW, Global Campus, Google Classroom, formal letters or formal reports using the student information system, tutoring, etc.
Feedback: Teachers give students ongoing feedback on their class work and homework. This feedback can be oral and/or written. Feedback may be individual, in small groups or in whole group.
Elementary and middle school students are assessed by rubrics based on non-academic achievement like E ort, Personal Habits, and Conduct.
E ort
Conduct
Non-Academic Achievement
Personal Habits
Persistence
Perseverance
Learning interest and curiosity
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
Self-control
Acts as a positive team member of his or her class
Kindness and courtesy
Honesty
Wears complete uniform
Personal attire
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:
Demonstrate appropriate behavior that promotes and allows for a good learning climate and the well-being of others.
4
Mastery
* EC: Not applicable
Demonstrate respect for other people’s opinions, feelings, ideas, & property.
Follow ISR Guidelines & Expectations & Technology Policy expectations.
- Student o en 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:
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.
* EC: 3 - Meets Expectations
* EC: 2Progressing Towards Expectations
* Early Childhood 3 Advanced Progress 2 Beginning Process 1 Of Concern
* EC: 1 - No evidence yet
- 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.
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:
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.
Items with asterisk (*) align with Early Childhood performance level indicators.
ISR Preschool Holistic Personal Habits Rubric
Meeting Expectations
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 a er oneself, and is on time for all classes.
Progressing
Not Yet Evident
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 a er 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 a er oneself, and is on time for all classes. Student requires frequent reminders or prompting from the teacher and still only occasionally demonstrates these habits.
ISR Elementary School Holistic E ort Rubric
Student consistently demonstrates best e ort 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 e ort consistently.
Student usually demonstrates best e ort 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 e ort.
Student sometimes demonstrates best e ort 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 o en requires prompting on the part of the teacher.
Student rarely demonstrates best e ort 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 o en requires prompting to give best e ort and lack of e ort is a ecting academic achievement. The student demonstrates di iculty working independently.
ISR Elementary School Holistic Personal Habits Rubric
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 a er oneself, and is consistently on time for all classes.
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 a er 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.
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 a er oneself, and demonstrates di icult 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.
Of Concern
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 a er oneself, and shows di iculty in punctuality. Student requires frequent reminders or prompting from the teacher and still only occasionally demonstrates these habits.
ISR Middle School Holistic E ort Rubric
Student consistently demonstrates best e ort 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 e ort consistently.
Student usually demonstrates best e ort 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 e ort.
Student sometimes demonstrates best e ort 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 o en requires prompting on the part of the teacher.
Of Concern
Student rarely demonstrates best e ort 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 o en requires prompting to give best e ort and lack of e ort is a ecting academic achievement. The student demonstrates di iculty working independently.
ISR Middle School Holistic Personal Habits Rubric
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 a er oneself, and is consistently on time for all classes.
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 a er 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.
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 a er oneself, and demonstrates di icult 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.
Of Concern
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 a er oneself, and shows di iculty in punctuality. Student requires frequent reminders or prompting from the teacher and still only occasionally demonstrates these habits.
PERFORMANCE LEVEL
Academic Achievement Rubrics
ISR Early Childhood Evaluation Rubric
PERFORMANCE DESCRIPTION
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.
The student has an understanding of the information important to the topic, progressing toward expectations in knowledge and performance.
The student has little understanding of the information important to the topic, demonstrating minimal or no evidence yet of knowledge and/or di iculty in performance.
ISR Elementary 4-Point Scale Evaluation Rubric
PERFORMANCE LEVEL
4 3 2 1
PERFORMANCE DESCRIPTION
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.
The student has an overall understanding of the information important to the topic, demonstrating advanced progress in knowledge and performance.
The student has a basic understanding of the information important to the topic, demonstrating beginning progress in knowledge and performance.
The student has little understanding of the information important to the topic, demonstrating minimal or no knowledge and di iculty in performance.
ISR 4-Point Scale to 10-Point Scale Conversion
Academic Achievement Rubrics
ISR Middle School 4-Point Scale Evaluation Rubric
PERFORMANCE LEVEL
4 3 2 1
PERFORMANCE DESCRIPTION
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.
The student has an overall understanding of the information important to the topic, demonstrating advanced progress in knowledge and performance.
The student has a basic understanding of the information important to the topic, demonstrating beginning progress in knowledge and performance.
The student has little understanding of the information important to the topic, demonstrating minimal or no knowledge and di iculty in performance.
ISR 4-Point Scale to 10-Point Scale Conversion
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, e ort, 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)