Reporting Student Learning

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10 Reporting Student LearningDevelopment of Learning Skills and Work HabitsNotice that, because there is a single comment box for both achievement of curriculum expectationsand development of learning skills and work habits in the Secondary Provincial Report Card,the comment in row three, below, for “Strength in organization (Grade 12 student)”, is repeatedfrom the table above. The portion that relates to learning skills and work habits is emphasized.Learning Skill/Work HabitStrengths in collaborationand responsibility(Grade 7 student)Strengths in initiative andorganization(Grade 5 student)Strength in organization(Grade 12 student)Sample CommentWarren responsibly manages his behaviour in class and participates wellin groups and in class discussions. He listens to his peers and contributesappropriately. In group work, he takes on different roles and completeshis share of the work.Jelena shows initiative. She always has curiosity and interest in learning.She is starting to develop plans for her work to make sure she hasenough time to complete assigned activities.Ian’s knowledge and understanding of historical facts, ideas, and theoriesare solid. He plans his research and writing carefully and usescritical-thinking skills effectively. His major research paper revealed agood grasp of the causes and events of WWII, strong analytical skills,and an ability to make connections to current world events.
Part 2: Elementary and Secondary Provincial Report Cards11Next Steps for ImprovementAs the following examples illustrate, comments should identify specific strategies that will supportstudents’ achievement and provide specific suggestions for how parents can help at home. Noticetoo that the comments are written in clear language and that they are personalized.Achievement of Curriculum ExpectationsGrade/Subject/CourseGrade 8 musicGrade 10 scienceGrade 3 scienceGrade 5 mathematicsGrade 12 Canadian andworld studiesSample CommentSamnang will continue to explore a variety of forms of music from thepast and the present. At home, to help him connect what he is learningto his own playing, you could ask Samnang to tell you about the musiche hears in movies, on television, or on the radio and how it affects himas a listener.Petra needs to check her understanding of facts and concepts atregular points as she is learning, and to take steps to clear up difficulties– for example, by attending lunch-time tutorials or making use of theinteractive software we have in the classroom. At home, you could askPetra to tell you about what she is learning and how she is checkingher understanding.Todd understands how plants are important to humans, but needs tobe able to identify similarities and differences among various plants.At home, you could ask him to describe and compare the plants hesees in the neighbourhood or in books.To further improve her problem-solving skills, Roberta needs to clearlyidentify what the problem is, what information she has, what she needsto find out, and what strategy she will try first. Roberta can practisethese steps in class and with the homework club before and after school.At home, you could ask Roberta to show you how she does these stepswhen she is solving math problems for homework.Ian needs to improve his communications skills, and should reviewhow to cite sources properly in research papers. At home, Ian couldtell you about his research sources and explain how he is using themin his papers.
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Reporting Student Learning

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