Student assessment

The Government of Yukon gathered feedback on proposed changes on student assessment through an online public survey between March 16 and April 12, 2017. 

The assessment survey was completed by 688 respondents:

• 477 parents or guardians of students in Yukon public schools
• 128 other school community members
• 33 students
• 50 educators

The survey asked members of the Yukon public if:

• they were satisfied with the type information they were receiving from schools about student learning;
• they were satisfied with the information they were receiving from teacher in informal reports and if they should increase (parent-teacher meetings, phone calls, e-mails, etc.);
• they wanted to see samples of student work;
• parent-teacher meetings should be required and where they should be held;
• letter grades or performance descriptions should be used for Grades 4-9;
• report cards should focus on the students most recent and consistent marks instead of averaging marks over the school year.
• comments and other feedback is helpful on report cards.

Informal reporting (parent-teacher meetings, samples of student work, etc.)

The survey results told us that some parents (63%) and community members (58%) were interested in more informal reports; samples of student work (75%; 58%); and parent-teacher meetings (81%, 74%).

Decision

After reviewing and considering the survey results, feedback from partner meetings, and the research and recommendations, the Education Assessment Committee recommended that:

• Yukon schools follow the interim guide on student assessment for the next two years and continue to provide six reports each school year, as per current practice, with more of these becoming informal reports.
• Each school works with its School Council and school community to help them understand informal reports and how they support learning.
• Teachers be required to offer the opportunity for families to meet face-to-face at least once per year with the teacher to discuss their child’s progress and see samples of their child’s work.  
• Teachers are provided with more training at Summer Academy and over the next two years on informal reporting, student self-assessment, and how to assess the core competencies.

Formal reporting (report cards)

• The survey results told us that some parents and school community members (46%; 44%) agreed that the most recent and consistent marks should be used to determine grades instead of averaging marks, and some weren’t sure (14%; 18%).
• Some parents found letter grades to be very helpful (55%), and some found comments and other feedback very helpful (71%).
• Some parents strongly disagreed with the recommendation to only use letter grades and percent scores for Grade 10-12 report cards (31%), and some parents and community members agreed with this change or were neutral (49%; 48%).

Decision

After reviewing and considering the survey results, feedback from partner meetings, and the research and recommendations, the Education Assessment Committee recommended that:

• Schools provide more information to families about new assessment methods, including providing a table that shows how the new performance descriptions match up with letter marks, and by providing sample report cards in September 2017 for parents to see what the new report cards will look like.       
• Teachers be provided with relevant training at Summer Academy and over the next two years on the transition to the new assessment guidelines, such as using GradeBook, assessment of learning skills or competencies using performance scales, etc.

Communicating with Parents

The survey results told us that some parents and community members felt the following information was very important: where their child needs improvement; where they have shown growth; their work ethic; and ideas on how to support their learning.

Decision

After reviewing and considering the survey results, feedback from partner meetings, and the research and recommendations, the Education Assessment Committee recommended that:

• Principals decide which of the two reporting options outlined in the interim assessment guide that their school will follow each year, in collaboration with their school community.
• Teachers be provided with relevant training at Summer Academy and over the next two years on formal and informal reporting practices.
• The Department of Education conduct a second round of feedback with school staff and through School Councils in the spring of 2018.