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eBlend K-9 Home Learning Webpage > Communicating Student Learning

 Communicating Student Learning

Letter grades focus on product over process: With letter grades, “students have one shot at performance… but in real life, we are constantly working on problems, making modifications, improving our work, and then examining it to see if it meets the needs of our colleagues or it is needs more improvement” (Reeves, 2002, p. 20).

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As mentioned, our School District is on the leading edge of reporting practices in the Province. We believe that our approach to report cards will do a much better job at reflecting the excellent work you do at home with your child(ren).
 
We will give regular feedback on student work, participation, and experiences, using notes, emails, newsletters, our website, phone calls, and meetings. ​​ As this regular feedback is more meaningful than waiting for the end of the term to do so, we will now offer only one formal report card a year, and it will be a in a rubric form (and will be called Learning Progressions).
 
Student-Led Conferences are a big part of sound assessment practices, as we need to have three sources of evidence of student learning in order to be sure we are truly understanding student learning. This evidence must include products (the student booklets and projects from assigned modules), observations (that you as a parent can share about your child’s learning, as well as what we can see during Interaction Days), and conversations (giving all students an opportunity to talk about their learning, set goals, and celebrate successes).
 
Please see the rationale for these changes to reporting, as offered by the School District, in the attached PDF (under the 'Rationale' tab on the left). You can also see the Learning Progressions for each grade by viewing the tab on the right of the screen.
 
If you have any questions, comments or concerns please do not hesitate to contact Emily or Sarah. This is an exciting time in our District, as well as our program, as we move toward more sound assessment practices that truly appreciate each child and his or her areas for further practice, as well as strengths and skills.​