Timely Assessment Information

We have had lots of fun over the last few months thinking about how to share timely assessment information with parents and caregivers. We pulled out Julia Atkins (What, Why, How) model to surface our beliefs (What) about assessment, the principles (Why) surrounding those beliefs to make informed decisions about the assessment practices (how) we might use. What became apparent was we believe the learner needs to be at the centre or heart of any assessment practice. Hattie's top effect size (1.4) is self grading - how are we utilising this knowledge in our current practices?



Much of our dialogue of late has been to question how the mid year summative call on achievement is presented to learners and parents. We asked a group of year 5-8 students about what they liked about their previous School reports. One individual said 'I like the general comment because it says nice things about me'. That made me think should students have to wait until half way through the year and the end of the year to hear nice things about themselves? Another comment from a year 6 child was 'I like to know if I am where I should be'. You can't argue with that, however why again should students wait till half way through the year to know if they are on track. We have listened to parent voice too to understand what they want to know and how they like that information presented. The general consensus is I want to know if my child is where they should be, putting effort, had friends and is happy at School.

So how timely is our assessment information to parents? Is it ok for parents to wait several weeks for the hard copy portfolio to go home at the end of a term?

Recent changes to the way we report to parents is the inclusion of next steps and ways parents can help their child at home. The challenge is to ensure these types of conversions last beyond the event of sending the report home or co-constructing 'ways to help at home' at a student/parent conference. We believe the space for such reporting needs to be online. All three relevant parties have a view and edit capability to add to the report. If a hard copy of the report is required it can be simply printed. If the conversation needs to continue it can continue and more next steps and ways home is supporting the learning added as time goes on.

Reporting to Parents

Have been thinking a lot about reporting to parents. How should it happen?, when should it happen? and what should be shared? Most would agree that school has changed somewhat yet the reporting mechanisms that are used are often based on traditional assessment measures. We now understand that most sophisticated thinking can not be measured in a pencil and paper test. We generally agree that one can become more brainy the more you think. Thankfully, our notion of intelligence is far broader than once believed. How do we however communicate, show or report this to parents. The reports I have viewed recently grade students against individual curriculum areas to indicate where a child is at and sometimes offers how much effort the teacher percieves the child to be putting in. Our reporting mechanisms reinforce that knowing stuff is more important than knowing how to learn. The picture is quite frankly imbalanced.
There is fine line between what a community expects from reporting mechanisms (how it was done when we went to school) and using vastly different reporting mechanisms to both educate parents and show a balanced picture of their child's achievements. How do you effectively show growth in a children ability to manage self and relate to others. No pencil and paper test will do that. As identified by our new curriculum document these are important dispositions, attitudes and skills needed for a child's successful future. Our staff is trialling a new year of year report for parents to incorporate students ability to be a Life Long Learner (reflect, question, persevere, make connections etc)
No real answers - trying out some ways of showing progression in kid speak in some of these far more qualitative areas. I guess it's small steps.
Your thoughts?