Tag: Reports

Checked into K-12 Digital Classroom Practice Conference 2018

Blogging in the Classroom

Using Doug Belshaw’s notion of ‘Digital Literacies, I will focus on critical thinking, creativity and communication. If a school wished that they could cover just about all the Digital Technologies Curriculum using blogging. Blogging has so many entry points that it can be differentiated to the needs of any learner and/or classroom.

 

Ongoing Reporting with GSuite

Using Doug Belshaw’s notion of ‘Digital Literacies, I will focus on critical thinking, creativity and communication. Although this does not necessarily cover coding, documentation and ongoing reporting covers most other aspects, such as data collection and creating digital solutions. The point of ongoing reporting is to be differentiated. The challenge is choosing the right solution for the problem at hand. This will be addressed in the session.

You can find a link to the resource to work through here. This is also something that I have explore elsewhere.

Bookmarked Does the old school report have a future? (Australian Council for Educational Research – ACER)

When considering the utility and purpose of student reports, it is important to distinguish what it is exactly that teachers are asked to report. The words ‘achievement’ and ‘progress’ are often used interchangeably in student reports and conflated to mean the same thing. Indeed they are highly related concepts; it is often through tracking one’s achievements that a sense of one’s progress can be measured.

However, if achievement is taken only to mean the grades, scores or marks received on summative assessment tasks, then progress often appears only to mean whether the child’s standard of achievement (their grades) is improving, maintaining or declining. Where progress is understood differently – to mean ‘increasing “proficiency” reflected in more extensive knowledge, deeper understandings and higher-level skills within a domain of learning’ (Masters, 2017) – an emphasis only on reporting achievement on summative assessments would give very little sense of a child’s progress from where they began.

Hilary Hollingsworth and Jonathan Heard provide some background to student reporting in Australia. One of the challenges that they highlight is the difference between progress and achievement. I have a long history with reporting, one challenge not addressed in this post are the constraints put in place by the platforms and providers of the reporting packages. It would seem that ongoing reporting provides more flexibility. My question is what the future of biannual and ongoing reporting?