Table Of Content

•3 GRADE LEVEL Achievement The assessments thatdrive academic learning andself-conceptare those usedby teachers in classrooms. GRADE LEVEL OF ACHIEVEMENT REPORTING: Teacher and Administrator Handbook The assessments that drive academic learning and self-concept are those used by teachers in classrooms. Richard J. Stiggins Revised January 2008 ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA Gradelevel ofachievementreporting teacherand administratorhandbook. : Note: Developedundercontractwith the AlbertaAssessmentConsortium(AAC). ISBN 978-0-7785-6426-3 1. Educational tests andmeasurements-Alberta-Handbooks, manuals, etc. 2. Students-Ratingof-Alberta. 3. Academic achievement-Alberta-Testing. I. Title. II. AlbertaAssessmentConsortium LB 3058.C2.G732 2008 371.27 This documentis intendedprimarilyfor: Systemand school administrators Teachers Schoolboardtrustees FacultyofEducation academic staffandadministration AlbertaEducation managers And may beofinterestto: Parents Education stakeholders Community Members Copyright© 2008, the Crown in RightofAlberta, asrepresentedbythe MinisterofEducation. Permission is given by thecopyrightownertoreproducethis documentforeducationalpurposes and on a non-profitbasis. Acknowledgements This Handbook has been developed undercontractwith the AlbertaAssessmentConsortium (AAC). The development team consistedofwriters, contributors and reviewers. A steering committee provided initial input tothe developmentofthe Handbook. Project Manager, John Burger Alberta Education Project Manager, AAC Robert Hogg Writers Dale Armstrong, Alice Laird, Anne Mulgrew Contributors SherryBennett, LindaInglis, Hugh Sanders, Carol Symons Reviewers Carol Anne Inglis, Lorie Welk SteeringCommittee: DonnaPechanec-School Improvement Branch Dorcas KilduffandJane Martin-Alberta Home and School Councils Association Dick Baker-ConcordiaUniversity College Glenn Rideout-King’s UniversityCollege Keith Wagner-AlbertaSchool Boards Association A special thankyou is extendedto all the educators, includingthe Grade Level ofAchievementTask Team, who provided feedbackand suggestions forimproving this Handbookthrough surveys and meetings heldthroughoutthe province. Additional contributors include Bryan Ellefson, Curriculum Branch, David Woloshyn, Field Services andGail Campbell, Special Programs Branch, Alberta Education. Table of Contents GRADE LEVEL OF ACHIEVEMENT REPORTING: Teacher and Administrator Handbook PART ONE -Theory and Practice Overview • Why is reporting student Whatisthepurposeofthe Handbook? 3 achievementimportantand why a Handbookon reporting students’ Grade Level ofAchievement (GLA) The Keys to Grade Level of Whatarethe fivekeys togradelevelofachievement 5 Achievement Reporting reporting? Definitions Arewe allusingacommon language? 6 A Self-Reflection Tool Howcan Igetreadytobegin thejourneyofunderstanding and 8 implementation? Moving Towards a Common Whatwill gradelevelofachievementmeanforstudents, 9 Understanding of GLA teachers, andparents? Getting Started Whatarethefoundationsforimplementinggradelevelof 15 achievementreporting? PARTTWO- Mm Vignettes/Ill Issues for Discussion Howcanissuesberesolvedandunderstandingbedeepened? 27 (fivevignettesorGLAexamples) Putting It into Practice Howcangradelevel ofachievementbemeaningfully 38 • AnElementary School’s implementedby schools? Story • AJuniorHigh School’s Story Practical Resources Whatkeyresourcesormaterialscanassistin determining 43 gradelevelofachievement? N Grade Level ofAchievement Reporting Table of Contents ©AlbertaEducation,Alberta,Canada September2006 1 Table of Contents (continued) 1HI • ExcerptsfromthePrinciples I Whatarethe underpinnings offairassessment? 47 forFairStudentAssessment • Legal Responsibilities n. Whatarethe legalrequirementsforGLAreporting? 5 • Programs ofStudy III. Why areprograms ofstudyimportant? 55 • Programmingfor IV. Whatare some strategiesfordifferentiatingInstruction 59 DifferentiatedInstruction andassessmentintheclassroom? • LinkingAssessment V. When Ihave madethe linkwhatdoes itlooklike and 67 ExperiencestothePrograms whatis the impacton studentlearning? ofStudy • Types ofAssessment VI. Howdo Idecide whichassessmenttypes will give me the 81 Strategies information Ineed? • GLADataFormats and VII. How is GLAdatareported? 83 Instructions Selected Bibliography Where can Igotoextendideas anddeepenmyunderstanding? 89 Selected Webography Wherecan Igoon-lineforinformation and support? 91 vi/ Table of Contents Grade Level ofAchievement Reporting September2006 ©AlbertaEducation,Alberta,Canada PART ONE Theory and Practice Grade Level ofAchievement Reporting PARTONE: Theoryand Practice ll ©AlbertaEducation,Alberta,Canada September2006 2/ PART ONE: Theoryand Practice Grade Level ofAchievement Reporting September2006 ©AlbertaEducation,Alberta,Canada