Those of you who received AISB secondary students’ report cards last year may have noticed some changes in the narrative comments this time around.
You’ll have noticed that the comments for each course were generally longer and more detailed. You may have found a description of the kind of learning and assessment activities your child experienced; you may have noticed, too, that the content of the comments was more focused on describing the nature of your child’s achievement with respect to the specific learning objectives of that assessment period. You may also have found observations about how your child’s learning behaviors and habits impact his or her learning at school.
This evolution in Secondary reporting is the result of ongoing professional discussions among AISB faculty and in good schools around the world, about the purpose of grading and reporting.
The primary purpose of reporting student progress, at any good school, is to support students’ learning. To this end, reports should provide students and parents with clear and accurate assessments of the skills and understandings students have mastered by the end of the reporting period. Reports should also provide specific information about the student as a learner, to help students recognize their important strengths and empower them to target areas for growth. Detailed information about their child as a learner also provides parents with insights into what they can do to support their children’s learning. Reports can also allow teachers to share suggestions for learning strategies that may assist the student in becoming a better learner.
This professional discussion and its outcomes are part of a general movement in education toward assessment and reporting designed to serve student learning explicitly. In achieving greater clarity and a more student-centered focus for our reporting system AISB places itself amongst excellent schools at the forefront of student-centered innovation in education.
Most importantly, our students themselves report that they find their narrative comments clear, accurate and helpful to them.
A detailed explanation of what kinds of learning and achievement characterize learners at each level of the grading system can be found with the paper copies of the reports sent home. We hope that these will help students and parents unpack the meaning of the grade each student has received, and provide discussion points for students, parents and teachers as we work together to help our students grow, as students and empowered young people in charge of their own learning.
AISB Secondary Grading Scale Descriptors
|A||Exceptional - Deep understanding of the subject with high intellectual quality. It would be difficult to think what this student can do better.|
|A-||Excellent - Thorough knowledge of concepts and/or techniques together with a high degree of skill and/or some elements of originality.|
|B+||Very Good - Thorough knowledge of concepts and/or techniques together with a fairly high degree of skill in the use of those concepts and techniques.|
Good - Indicates a good grasp of the subject matter or excellent grasp in one area balanced with satisfactory grasp in the other area. Normally achieved by the largest number of students.
|B-||Acceptable - Good level of knowledge of concepts and/or techniques together with ample skill in using them in satisfying the requirements of a piece of work or course.|
|C+||Competent - Acceptable level of knowledge of concepts and/or techniques together with considerable skill in using them.|
|C||Fairly Competent - Indicates a satisfactory performance and knowledge of the subject matter.|
|C-||Minimal Competence - The student demonstrates minimally acceptable performance in relation to expected learning outcomes for the course and grade.|
|D+||Marginal + - The student demonstrates barely acceptable performance in relation to the expected learning outcomes for the course and the grade level.|
|D||Marginal - Rudimentary knowledge of the subject matter. Indicates a superficial grasp of the subject matter. Limited perception and/or originality.|
|D-||Marginal - - Very rudimentary knowledge of the subject matter. Indicates a superficial grasp of the subject matter. Very limited perception and/or originality.|
|F||Unsatisfactory performance, incomplete work, failure to complete course requirements.|
INC: Incomplete. Student will be allowed additional time, typically a further two weeks, to submit outstanding work to allow for a more accurate assessment.