Expectations for Use of PowerTeacher Gradebook 2014-15 Grades 7-12 AUGUST 2014
Effective Classroom Practices Use of PowerTeacher Gradebook Informing
P l a n n i n g Assessment planning must be in place. A balanced assessment plan must provide opportunity for students to show evidence of learning through observations, conversations and products (COPs).
Teachers develop both Yearly Plans & Unit Plans for their assigned courses. These plans are reflected in the assessments entered throughout the year in PTGB. Assessment & Evaluation information is communicated for each course in PTGB via the Class Content tab. A s s e s s m e n t
Use various forms of communication, in addition to report cards, to regularly inform students and parents/guardians about student progress toward the expected learning outcomes. Clearly communicate the purpose and expectations of an assignment, the criteria for evaluating the work, and the weighting (if appropriate) to the student when it is assigned. Be thoughtful about the weighting of summative evidence in determining a final grade. Provide clear, well-supported, and timely feedback about student progress toward, and achievement of, the expected learning targets. Ensure that the most recent evidence of achievement is also the most accurate. Review of formative assessment data informs instruction for teachers and next steps for students. Not all scores need to be included in a grade. Teachers use PTGB to monitor student progress and track student achievement in all assigned courses. Appropriate PTGB set-up including Categories and Final Grade Setup when applicable. When possible, assessments are entered into PTGB in advance to inform stakeholders of upcoming assessment events. Assessments are titled appropriately and contain clear descriptions to inform the audience of the nature, curricular focus, special weighting and other details of the assessment Assessments are identified as Conversations, Observations or Products (COPs) within the title or description. Assessments are linked appropriately to one or more curricular outcomes. Assessments and student results are published in a timely manner and on a regular basis to inform students/parents/guardians of student progress in relation to the expectations for the curriculum. Comments are used, when appropriate, to track achievement and inform students/parents/guardians. Formative assessments, when tracked electronically, are flagged Not Included in Final Grade Teachers experiment with the provincial Achievement Levels (1-4), in either a formative or summative manner, at the outcomes level within their classroom and tracking system. E v a l u a t i o n
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R e p o r t i n g
A report card grade must capture the trend in student achievement over time - the most consistent achievement. Summative assessment evidence is used to determine level of achievement. Work habits and behaviours are reported on separately from academic evidence. Teachers use PTGB as the reporting tool for all courses including Comments (all courses), Grade, & Learner profile Teachers track evidence of student achievement in relation to the Learner Profile. This may be done in PTGB.
Aligning Effective Classroom Practices with the Use of PowerTeacher Gradebook (PTGB) Expectations for CCRSB Teachers for 2014-15 Grades 7-12