Online Parent Engagement Session
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K-12 Reporting (Click here to watch) Passcode: C+.s93xH
The Ministry of Education and Child Care is updating its K-12 student reporting policy beginning in the 2023-2024 school year. This will change aspects of how schools report learning to students and parents through what we’ve traditionally called report cards and interim reports.
Overview
The goal of communicating student learning is to ensure that communication between home and school is effective and timely, so that:
- parents are well informed about their child’s progress;
- parents are involved as partners in a dialogue about their child’s progress and the best ways to support and improve learning; and
- students are provided with information that is meaningful to them and helps them to improve their own learning.
Summary Information for Parents & Caregivers
K-12 Reporting Family Brochure
What’s the Same
- 5 communications of student learning; 3 written and 2 of flexible format
- Written descriptive feedback to accompany scale or letter grade/percentage
- Letter grades and percentages at Grades 10-12
What’s New
- Student reporting practices that align with B.C.’s curriculum and provincial assessment system
- timely and responsive feedback on student learning that parents can understand
- Provincial Proficiency Scale at Grades K-9
- Graduation status update at Grades 10-12
- Student self-assessment of the Core Competencies and goal setting in all grades in the written reports
- Changing the “I” reporting symbol to “IE” to denote “insufficient evidence” of learning instead of “incomplete” learning
- All learners, including students with a disability or diverse ability, will receive regular communications of student learning in the same way as their peers in any other program
Student Self-Assessment of the Core Competencies
Core competencies are intellectual, personal, and social-emotional proficiencies that all students need to develop in order to engage in deep, lifelong learning. The goal is for students to utilize the core competencies in every area of their lives.
In addition to a student self-assessment of the Core Competencies (Communication, Thinking, and Personal and Social) at the end of the year, at least one point of progress will include student-selected evidence of and a reflection on their Core Competency development.
The Core Competencies underpin all provincial curricula and are relevant to the development of educated citizens. Through self-assessment of the Core Competencies, students set goals and take increased responsibility for their learning. This process of self-assessment nurtures student ownership and voice.
The student profiles on the ministry website are helpful in shaping self-assessment of Core Competencies.
Why is My Child Self-Reflecting and Setting Goals?
K-9 Proficiency Scale
The updated Provincial Proficiency Scale gives the students and parents/guardians a clear understanding of what the student can already do and areas for future growth. It is used to communicate student learning in all areas of learning, and is the basis for strengths-based descriptive feedback to communicate student progress and to clearly identify next steps to support learning. This scale will replace percentages and letter grades for students in kindergarten to Grade 9.
The four points on the scale include Emerging, Developing, Proficient, and Extending:
| | Emerging | Developing | Proficient | Extending |
| Proficiency Scale | The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning. |
Strength-Based Descriptive Feedback
The feedback you receive using the provincial proficiency scale will be supplemented by strength based written feedback. Using a strength-based approach, all written descriptive comments will describe students’ strengths (what they know, do, and understand), as well as areas for improvement/development, and specific steps they can take to improve in relation to grade-level learning standards.
