The Structure of Evidence-Based Reporting
Evidence Based Reporting measures a student’s mastery of the essential standards and targets for a class, or how well a student understands the material in class.
The goal of an evidence-based approach is to provide the teacher, student, and parent as accurate a picture as possible of the student’s learning and to encourage a dialogue about how the student can master the material for the class. In particular, because learning is a process that takes place over time, each evidence-based assessment will provide feedback for the student about what to focus on next, apply the feedback and the student will be allowed to show more evidence of mastery. If the new evidence-based assessments shows a higher level of mastery, that new proficiency score replaces the old one.
The purpose of Evidence-Based Reporting is to ensure that a student’s grade is reflective of his or her learning based on our course’s learning expectations.
While traditional grading systems attempt to fuse feedback, achievement results, and performance expectations into a single percentage, an Evidence-Based Grading and Reporting model separately communicates the following:
1. The learning goals/targets that each student is expected to learn.
2. Each student’s level of proficiency in each target.
3. The progress each student is making toward proficiency in each target and standard.
4. Areas of success and areas for growth for each student.
Since Evidence-Based Grading and Reporting models use proficiency scales (and not points) to collect accurate evidence of student performance and academic growth, students can reflect on and grow their knowledge and skills throughout the semester. At the end of the semester, the teacher reviews the evidence presented by each student, in each target, and converts said evidence into a traditional letter grade. In this model student learning is determined, not by points nor by weights, but what it should be…by a professional interpretation of evidence.
The goal of an evidence-based approach is to provide the teacher, student, and parent as accurate a picture as possible of the student’s learning and to encourage a dialogue about how the student can master the material for the class. In particular, because learning is a process that takes place over time, each evidence-based assessment will provide feedback for the student about what to focus on next, apply the feedback and the student will be allowed to show more evidence of mastery. If the new evidence-based assessments shows a higher level of mastery, that new proficiency score replaces the old one.
The purpose of Evidence-Based Reporting is to ensure that a student’s grade is reflective of his or her learning based on our course’s learning expectations.
While traditional grading systems attempt to fuse feedback, achievement results, and performance expectations into a single percentage, an Evidence-Based Grading and Reporting model separately communicates the following:
1. The learning goals/targets that each student is expected to learn.
2. Each student’s level of proficiency in each target.
3. The progress each student is making toward proficiency in each target and standard.
4. Areas of success and areas for growth for each student.
Since Evidence-Based Grading and Reporting models use proficiency scales (and not points) to collect accurate evidence of student performance and academic growth, students can reflect on and grow their knowledge and skills throughout the semester. At the end of the semester, the teacher reviews the evidence presented by each student, in each target, and converts said evidence into a traditional letter grade. In this model student learning is determined, not by points nor by weights, but what it should be…by a professional interpretation of evidence.