Grade level of achievement reporting : teacher and administrator handbook

2008·8.8 MB·English

by  Alberta Assessment Consortium

•3
GRADE LEVEL
Achievement
The assessments thatdrive academic learning
andself-conceptare those usedby
teachers in classrooms.

GRADE LEVEL OF
ACHIEVEMENT REPORTING:
Teacher and Administrator Handbook
The assessments that drive academic learning and
self-concept are those used by teachers in classrooms.
Richard J. Stiggins
Revised January 2008
ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA
Gradelevel ofachievementreporting teacherand administratorhandbook.
:
Note: Developedundercontractwith the AlbertaAssessmentConsortium(AAC).
ISBN 978-0-7785-6426-3
1. Educational tests andmeasurements-Alberta-Handbooks, manuals, etc.
2. Students-Ratingof-Alberta. 3. Academic achievement-Alberta-Testing.
I. Title. II. AlbertaAssessmentConsortium
LB 3058.C2.G732 2008 371.27
This documentis intendedprimarilyfor:
Systemand school administrators
Teachers
Schoolboardtrustees
FacultyofEducation academic staffandadministration
AlbertaEducation managers
And may beofinterestto:
Parents
Education stakeholders
Community Members
Copyright© 2008, the Crown in RightofAlberta, asrepresentedbythe MinisterofEducation.
Permission is given by thecopyrightownertoreproducethis documentforeducationalpurposes and on a
non-profitbasis.
Acknowledgements
This Handbook has been developed undercontractwith the AlbertaAssessmentConsortium (AAC).
The development team consistedofwriters, contributors and reviewers. A steering committee
provided initial input tothe developmentofthe Handbook.
Project Manager, John Burger
Alberta Education
Project Manager, AAC Robert Hogg
Writers Dale Armstrong, Alice Laird, Anne Mulgrew
Contributors SherryBennett, LindaInglis, Hugh Sanders, Carol Symons
Reviewers Carol Anne Inglis, Lorie Welk
SteeringCommittee: DonnaPechanec-School Improvement Branch
Dorcas KilduffandJane Martin-Alberta Home and School
Councils Association
Dick Baker-ConcordiaUniversity College
Glenn Rideout-King’s UniversityCollege
Keith Wagner-AlbertaSchool Boards Association
A special thankyou is extendedto all the educators, includingthe Grade Level ofAchievementTask
Team, who provided feedbackand suggestions forimproving this Handbookthrough surveys and
meetings heldthroughoutthe province. Additional contributors include Bryan Ellefson, Curriculum
Branch, David Woloshyn, Field Services andGail Campbell, Special Programs Branch, Alberta
Education.

Table of Contents
GRADE LEVEL OF ACHIEVEMENT REPORTING: Teacher and Administrator
Handbook
PART ONE -Theory and Practice
Overview
• Why is reporting student Whatisthepurposeofthe Handbook? 3
achievementimportantand
why a Handbookon
reporting students’ Grade
Level ofAchievement
(GLA)
The Keys to Grade Level of Whatarethe fivekeys togradelevelofachievement 5
Achievement Reporting reporting?
Definitions Arewe allusingacommon language? 6
A Self-Reflection Tool Howcan Igetreadytobegin thejourneyofunderstanding and 8
implementation?
Moving Towards a Common Whatwill gradelevelofachievementmeanforstudents, 9
Understanding of GLA teachers, andparents?
Getting Started Whatarethefoundationsforimplementinggradelevelof 15
achievementreporting?
PARTTWO- Mm
Vignettes/Ill
Issues for Discussion Howcanissuesberesolvedandunderstandingbedeepened? 27
(fivevignettesorGLAexamples)
Putting It into Practice Howcangradelevel ofachievementbemeaningfully 38
• AnElementary School’s implementedby schools?
Story
• AJuniorHigh School’s
Story
Practical Resources Whatkeyresourcesormaterialscanassistin determining 43
gradelevelofachievement?
N
Grade Level ofAchievement Reporting Table of Contents
©AlbertaEducation,Alberta,Canada September2006
1
Table of Contents (continued)
1HI
• ExcerptsfromthePrinciples I Whatarethe underpinnings offairassessment? 47
forFairStudentAssessment
• Legal Responsibilities n. Whatarethe legalrequirementsforGLAreporting? 5
• Programs ofStudy III. Why areprograms ofstudyimportant? 55
• Programmingfor IV. Whatare some strategiesfordifferentiatingInstruction 59
DifferentiatedInstruction andassessmentintheclassroom?
• LinkingAssessment V. When Ihave madethe linkwhatdoes itlooklike and 67
ExperiencestothePrograms whatis the impacton studentlearning?
ofStudy
• Types ofAssessment VI. Howdo Idecide whichassessmenttypes will give me the 81
Strategies information Ineed?
• GLADataFormats and VII. How is GLAdatareported? 83
Instructions
Selected Bibliography Where can Igotoextendideas anddeepenmyunderstanding? 89
Selected Webography Wherecan Igoon-lineforinformation and support? 91
vi/ Table of Contents Grade Level ofAchievement Reporting
September2006 ©AlbertaEducation,Alberta,Canada
PART ONE
Theory and Practice
Grade Level ofAchievement Reporting PARTONE: Theoryand Practice ll
©AlbertaEducation,Alberta,Canada September2006
2/ PART ONE: Theoryand Practice Grade Level ofAchievement Reporting
September2006 ©AlbertaEducation,Alberta,Canada