Students are receiving more information on their learning habits, including strengths and weaknesses, through the new outcome-based report cards received after the first semester in local schools.
Students are receiving more information on their learning habits, including strengths and weaknesses, through the new outcome-based report cards received after the first semester in local schools. Both Cornerstone and Holy Family School Divisions view the detailed report as a positive step forward.
"The reason the Ministry of Education directed school divisions to report on outcomes was to state what each students will know or is able to do, so that parents and students can identify what the learning was from that particular year," explained Lynn Little, superintendent of education for Cornerstone.
"The nice thing about the outcome-based reporting is that it shows students learning specific to those guidelines, and details what their strengths and weaknesses are," said Norm Casavant, assistant director of education for Holy Family.
"We are now comparing the student to the information they are to know at their grade level, not against other students," added Little. The outcome-based reporting has been a movement across North America.
Under a renewal process by the Ministry of Education, the 2010-11 report cards reported based on outcomes in the following subjects: Grades 1 to 5 Math and school-selected English Language Arts; all subjects in Grades 6 to 9, except French, Band and Practical and Applied Arts; and Grade 10 Math.
As the change to report cards is still new for both Cornerstone and Holy Family, the one area that will require clarification is what the scale system means. From the respective outcome-based reporting, the elementary and junior high levels are scaled on a four-point system, the high school levels are scaled on a percentage system.
"I think it is important to understand that reporting on outcomes is not the same with reporting on a four-point scale (or percentages)," explained Little. "The outcomes are that listing of what the student needs to know or do, and the scale shows the level of achievement."
"We heard that many parents were not clear on what the four-point scales meant at the elementary level, and we will have to reflect on how to clarify that criteria," said Casavant.
The four-point scale includes Meeting (M), the student understands and can do the work on their own; Approaching (A), the student understands and can do most of the work, but might need help at times; Beginning (B), the student partially understands and can do some of the work, even if they get help; Experiencing Difficulty (E), the student keep trying even with help and still does not understand and can not do the work; or Insufficient Evidence (I), the student did not do their work or enough of it.
"We have had questions raised on how do we indicate when the student is doing more than just meeting the outcome, that they are going beyond that outcome," noted Little.
"Generally, we received a positive response from the administrators, and they said their conferences with teachers and students at the school were also positive," said Little. "Those administrators felt that the level of information provided through outcome-based reporting and the depth of conversations now being held at conferences was improved and strengthened."
"On a scale from one to 10, we believe that the comfort level of teachers and administrators for the report cards are currently at a nine," said Casavant. "A lot of the apprehension that had existed before the staff were able to work with those report cards, is now gone."
The school boards want to give an opportunity to continue to work with staff and educate parents on the new outcome-based report cards. Cornerstone will be completing a teacher survey in the next month, and will survey parents closer to the end of the school year.
