Good Evening St. Aloysius Families,
Term 1 Report Cards are set to go home on the 15th of February. As mentioned, every few days leading up to that date we will be sharing snippets of information that we hope families find useful in understanding what is on the report card and how teachers evaluate student performance. A common understanding between teachers and parents will hopefully help us work together to improve student performance and ultimately help each child achieve academic success.
Today we want to share information about how teachers evaluate student learning. Evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. Teachers will take various considerations into account before making a decision about the grade to be entered on the report card. The teacher will consider all evidence collected through observations, conversations, and student. The teacher will consider the evidence for all the tests/exams and assignments for evaluation that the student has completed or submitted, the number of tests/exams or assignments for evaluation that were not completed or submitted, and the evidence of achievement that is available for each overall expectation for a subject in a particular grade or course. In addition, the teacher will consider that some evidence carries greater weight than other evidence; for example, some performance tasks are richer and reveal more about students’ skills and knowledge than others. Teachers will weigh all evidence of student achievement in light of these considerations and will use their professional judgement to determine the student’s report card grade. The report card grade represents a student’s achievement of overall curriculum expectations, as demonstrated to that point in time.
