(immediately prior to a student-parent-teacher conference) Evidence of Learning demonstrates starting points and growth; demonstrates a learning continuum; demonstrates student and teacher voice. Examples of Evidence of Learning: practical application or demonstrations (e.g., as “watch me I...”) digital portfolios that may include videos, pictures, documents etc. paper portfolios that may include samples, pictures, documents etc. Criteria for Evidence of Learning (Classroom Teachers) shared prior to the student-parent-teacher conference; styles/formats are are chosen by teachers (e.g., portfolios, practical demonstration of learning, etc.); include a baseline sample for literacy and numeracy (possibly conference #1), a similar activity/sample demonstrating growth (possibly conference #2), and finally a similar activity/sample to demonstrate achievement (celebration of learning); samples should include reflective statements (e.g., first it was hard to “at ...”, I can as “now ...”, “watch me I...”); include samples from the areas that teachers will report on in the interim report for Integrated Studies (e.g., G.O.E.S., ADST, Science, Social Studies, Career Education, Arts Education); every subject area must be reported on in some format over the year either through evidence of learning or interim reports; samples, self-assessments and goal statements related to core competencies.
Evidence of Learning (immediately prior to a student-parent-teacher conference) demonstrates starting points and growth; demonstrates a learning continuum; demonstrates student and teacher voice. Examples of Evidence of Learning: practical application or demonstrations (e.g., “watch me as I...”) digital portfolios that may include videos, pictures, documents etc. paper portfolios that may include samples, pictures, documents etc. Criteria for Evidence of Learning (Classroom Teachers) shared prior to the student-parent-teacher conference; styles/formats are are chosen by teachers (e.g., portfolios, practical demonstration of learning, etc.); include a baseline sample for literacy and numeracy (possibly conference #1), a similar activity/sample demonstrating growth (possibly conference #2), and finally a similar activity/sample to demonstrate achievement (celebration of learning); samples should include reflective statements (e.g., “at first it was hard to ...”, “now I can ...”, “watch me as I...”); include samples from the areas that teachers will report on in the interim report for Integrated Studies (e.g., G.O.E.S., ADST, Science, Social Studies, Career Education, Arts Education); every subject area must be reported on in some format over the year either through evidence of learning or interim reports; samples, self-assessments and goal statements related to core competencies.
ghes_communicating_student_learning__guide_2018-2019.docx