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Ends Assessment and Reporting. Calgary Board of Education. The Ends. Mega-End. Ends 3, 4 and 5. What are Ends 3, 4 and 5 about?. Integrity Responsibility Curiosity Perseverance Goal-setting Flexibility Empathy Concern for dignity Confidence Critical thinking Compassion Optimism

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ends assessment and reporting

Ends Assessment and Reporting

Calgary Board of Education

the ends
The Ends



What are Ends 3, 4 and 5 about?








Concern for dignity


Critical thinking





reasonable interpretations

For the good of our children, we need to start with the student, not the subject.

Citizenship is about who we are, how we live together, and what kind of people our children are to become.

Reasonable Interpretations

Reasonable Interpretations

We are what we repeatedly do. Excellence, then, is not an act, but a habit. -Aristotle

in and through learning
In and ThroughLearning

Families have the primary responsibility for the development of a child’s citizenship, personal potential and character.

  • Schools share in these responsibilities. The context for our assessment and reporting is on the citizenship, personal development, and character students exhibit in and through learning.
  • Being able to personalize learning, to understand a great many things about the individual learner and to teach accordingly, requires understanding and developing the processes of a student’s interactions within the learning environment as well as the student’s understandings of content.

In the CBE, the Personalization of Learning

 begins with engagement

 is active and effortful

 is assessment-rich

 is metacognitive and



The work of Ends assessment and reporting draws particular attention to the assessment-rich nature of personalized learning, to practices of assessment that inform instructional decisions, inform student learning tactics, and articulate multiple avenues for the representation of learning.

programs of study
Programs of Study
  • Students  will  be  encouraged  to work  collaboratively  in  planning  and carrying  out  investigations  and  in  generating  and  evaluating  ideas;  e.g.,
    • •  assume  a  variety  of  roles  within  a  group,  as  required
    • •  accept  responsibility  for  any  task  that  helps  the  group  
    • complete  an  activity
    • •  evaluate  the  ideas  of  others  objectively
    • •  seek  the  points  of  view  of  others  and  consider  a  
    • multitude  of  perspectives.

Alberta Education Program of Studies Chemistry 20-30

(revised 2009) p. 16

Ends 3, 4, 5 are not new curriculums. They are elements of all programs of study and are integrated into everything that schools do to advance student learning.

gathering evidence
Gathering Evidence
  • Gathering evidence related to Ends 3, 4, 5 includes seeking to understand:
    • What decisions did the student make about how to approach a task, an interaction, an issue, etc.?
    • What did they initiate, and what does that tell us about their priorities?
    • How did they respond to events, ideas, issues and obstacles in their learning environment?
    • What did they say about their thoughts, feelings, intentions, etc.?
    • How did their decisions, responses and actions contribute to their success in learning?
strength based reporting
Strength-Based Reporting
  • An assumption of strength within each student will serve as foundational to Ends 3, 4, 5 assessment and reporting.
  • There are multiple versions of successful demonstrations of citizenship, personal development and character within any given situation.
  • These multiple versions of success do not lend themselves to rubric or checklist assessments. Ends 3, 4, 5 will primarily be reported as descriptions of student performance interpreted in relation to the general indicators of success for each Ends.
  • Assessments of student performance are made through a triangulation of data sources: student work, teacher observation, and student reflection.

The same report card stems will be added to all Grade 1- 12 student report cards. Distinctions between the divisions will be evident in the context in which students are asked to work and learn and the level of sophistication evident in the descriptions of student assessment information.


The reporting of Ends 3, 4, 5 provide the opportunity to describe to parents the effort students bring to their various learning experiences. Information about the initiative, persistence, responsible decision making, group contributions, pursuit of learning goals and the independence with which students engage in learning tasks creates a very comprehensive portrait of students’ effort in learning. As such, effort will no longer be reported as a separate category. 

the report card
The Report Card

Summative evaluations will be based on teachers’ judgments of the consistency with which students demonstrate those strengths and the degree of support required to incorporate them within the learning environment.

EX – Exemplary Strengths

EV – Evident Strengths

EM – Emerging Strengths

SR – Network of Support Required

IPP – Individual Program Plan

some practicalities
Some Practicalities

Elementary and middle report cards are changing this year – where they have previously existed, effort marks and sections for personal growth and work habits will be removed, and all eight report card stems will be added. For the Ends where reporting will not be undertaken this school year, schools will use NA.

As high school report cards do not currently allow for outcome based reporting, a separate Ends 3, 4, 5 reporting form is being created for high schools. This reporting form will be accessible within the SIRS environment and will be used in all high schools across the system.

Very few changes have been made to the Kindergarten report card as the Ends 3, 4, 5 reporting indicators have a great deal of overlap with specific learning expectations from the Alberta Kindergarten Program Statement and are already represented on the current CBE Kindergarten report card.

Report Cards for Special Education and other unique programs will be reviewed during the 2010-2011 school year. Where possible, the Ends 3, 4, 5 report card stems will be added to existing report cards. Conflicts, overlaps and other unique circumstances will be addressed to support a system wide perspective on Ends 3, 4, 5 assessment and reporting.


Elementary and Middle/Junior High Schools

  • 2010/2011
  • Partial implementation:
  • full assessment and reporting of at least one End
  • descriptive feedback prior to summative scale
  • optional full implementation


Full implementation

Senior High Schools

  • 2010/2011
  • Partial implementation:
  • full assessment and reporting of at least one End
  • 2011/2012
  • Partial implementation:
  • continuation of 2010/2011 Ends reporting
  • assessment and reporting of at least one additional End

2012/2012Full implementation

collaborative effort
Collaborative Effort

The advancement of citizenship, personal development and character in our students must be a whole-school effort. All members of the school community share the responsibility to model, teach and expect demonstrations of the characteristics of these Ends in all school, classroom and extracurricular activities.


A Parent’s Wish

“To my son … when I think of education in 20 years I hope that your teachers have loved you and nurtured you and helped you to become a “ready citizen” for your adult journey of life. I hope your teachers have instilled the power of lifelong learning and teamwork.”

Parent, Fort McMurray

Inspiring Education, Community Conversation