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Expectations for Use of PowerTeacher Gradebook 2014-15 Grades 7-12 AUGUST 2014

Effective Classroom Practices Use of PowerTeacher Gradebook Informing


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Assessment planning must be in place.
A balanced assessment plan must provide opportunity for
students to show evidence of learning through
observations, conversations and products (COPs).

Teachers develop both Yearly Plans & Unit Plans for their assigned
courses. These plans are reflected in the assessments entered
throughout the year in PTGB.
Assessment & Evaluation information is communicated for each course in
PTGB via the Class Content tab.
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Use various forms of communication, in addition to
report cards, to regularly inform students and
parents/guardians about student progress toward the
expected learning outcomes.
Clearly communicate the purpose and expectations of
an assignment, the criteria for evaluating the work, and
the weighting (if appropriate) to the student when it is
assigned.
Be thoughtful about the weighting of summative
evidence in determining a final grade.
Provide clear, well-supported, and timely feedback
about student progress toward, and achievement of,
the expected learning targets.
Ensure that the most recent evidence of achievement is
also the most accurate.
Review of formative assessment data informs
instruction for teachers and next steps for students.
Not all scores need to be included in a grade.
Teachers use PTGB to monitor student progress and track student
achievement in all assigned courses.
Appropriate PTGB set-up including Categories and Final Grade
Setup when applicable.
When possible, assessments are entered into PTGB in advance to
inform stakeholders of upcoming assessment events.
Assessments are titled appropriately and contain clear descriptions to
inform the audience of the nature, curricular focus, special weighting
and other details of the assessment
Assessments are identified as Conversations, Observations or Products
(COPs) within the title or description.
Assessments are linked appropriately to one or more curricular outcomes.
Assessments and student results are published in a timely manner and
on a regular basis to inform students/parents/guardians of student
progress in relation to the expectations for the curriculum.
Comments are used, when appropriate, to track achievement and
inform students/parents/guardians.
Formative assessments, when tracked electronically, are flagged
Not Included in Final Grade
Teachers experiment with the provincial Achievement Levels (1-4), in
either a formative or summative manner, at the outcomes level within
their classroom and tracking system.
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A report card grade must capture the trend in student
achievement over time - the most consistent achievement.
Summative assessment evidence is used to determine
level of achievement.
Work habits and behaviours are reported on separately
from academic evidence.
Teachers use PTGB as the reporting tool for all courses including
Comments (all courses), Grade, & Learner profile
Teachers track evidence of student achievement in relation to the
Learner Profile. This may be done in PTGB.

Aligning Effective Classroom Practices with the Use of PowerTeacher Gradebook (PTGB)
Expectations for CCRSB Teachers for 2014-15 Grades 7-12