EECERA 2007 Sharing Assessment Information with Parents Using

EECERA 2007 Sharing Assessment Information with Parents Using Report Card Templates (ID 371) Dr. Sarah Fitz. Patrick sarah. fitzpatrick@ncca. ie www. ncca. ie

Sharing assessment information with parents using Report Card Templates School-based developmental initiative Dr. Sarah Fitz. Patrick and NCCA colleagues 30 August 2007

Context Design Significance Who is the NCCA? § NCCA statutory remit (1998) – advise the Minister …curriculum for early childhood education, primary and post-primary schools § Consultation and partnership – education partners – early childhood sector 3

Context Design Significance What are the different early years settings? Setting Provider Age of child Child minding Regulated/unregulated (voluntary service) birth to school age Centre-based child care Nursery, creche (private/community service) 2 -3 months to school age Playgroups and pre-schools Sessional services, e. g. , Montessori, Naíonraí (private service) 3 -5 years Primary schools Infant classes (public/state service) 4 -6 years 4

Context Design Significance What are the issues? § Towards a Framework for Early Learning: Consultation Report (2005) § Primary Curriculum Review (2005) – Information on assessment – Support for assessment practice – Advice on reporting – Suggestions for partnership with parents 5

Context Design Significance How is the NCCA responding? Activity Date Literature review: international reporting policy/practice 2006 Development of draft Report Card Templates RCTs 2007 School based developmental initiative on the RCTs 2007 Commissioned research on reporting in primary schools 2007 Commissioned paper on assessment in the early years 2007 Guidelines on Assessment - Primary School Curriculum 2007 Guidelines on Assessment - Framework for Early Learning 2008 6

Context Design Significance What are the RCTs? Report Card Templates… § Infants, first to sixth § Mid-year, end-of year § Common sections – Child as a learner: curriculum subjects/areas – Child’s approach to learning, social/personal development – Next steps in child’s learning and advice for parents § Range of reporting formats – Rating scales, blank boxes, etc. § Input from children, parents and teachers 7

Context Design Significance What are the mid-year RCTs? § Less detail than end-of-year RCTs § Emphasis on supporting progress § Key focus on role of parents For Infant classes… § Overview of learning (progress, special achievements) – Curriculum – Social and personal development § Areas of learning to focus on § Ways you can help your child learn 8

Context Design Significance What is the SBDI? § School-based developmental initiative § To gather information on – Accessibility – Usability – Feasibility of RCTs § Participants – 6 schools (mid-term RCTs) – 27 schools (end-of-term RCTs) 9

Context Design Significance One school’s experience… § Link to Video 10

Context Design Significance What did we learn (mid-year RCTs)? § Accessibility – Conciseness / language / graphics § Usability – Teachers and parents liked content headings – Information for parents / later reference § Manageability – Time / record-keeping 11

Context Design Significance What did we learn from teachers? Successes: § Valuable contribution to reporting practice § Structure and focus for parent / teacher meetings § Professional development opportunity for staff 12

Context Design Significance What did we learn from teachers? Challenges: § Shared language for reporting § Objectivity § Meaning of grades, scales, comments § Honesty/sensitivity § Accountability 13

Context Design Significance What did we learn from infant RCTs? § Qualitiative, descriptive reporting for younger children § Involvement of children in evaluating their own progress – This is me learning… – I am good at… – I would like to do better in… § Parents as participants, rather than partners 14

Context Design Significance What are our next steps? § Revise the RCTs – size/readability – additional space for reporting – where/how to record child’s personal details – clarity of headings § Report on the SBDI § Advise the Minister for Education and Science § Begin project on supporting transfer of children 15

Context Design Significance What are our next steps? § Develop ACTION Assessment, Curriculum and Teaching Innovation on the Net – Showing rather than telling – Complement guidelines – Teaching scenarios, resources and solutions – Range of media - text, video, photos 16

Míle buíochas… A thousand thanks! Sarah Fitz. Patrick Deputy CEO National Council for Curriculum and Assessment Republic of Ireland sarah. fitzpatrick@ncca. ie www. ncca. ie 17