Useful individual progress sheets for high school students, designed by teachers from the school in Apatio Municipality, Arad District. Director: We thought we’d really focus on the student. We try to make a competency-based assessment

Individual student progress sheets have been designed by faculty members from “Gheorghe Popovici” Secondary School, Apatu Municipality, Arad District, as stated by the Director of the Educational Unit, Claudiu Vlad, in an interview with Edupedu.ro. These papers are based on assessment of students’ general and specific skills: “We believed that we really focus on the student, and that the vast majority of teachers when they enter the classroom think first of learners.”

The principal, who is also a history teacher, said he has colleagues who have gone to teach in Australia and is reaching out to find out what’s new from an educational point of view and how he can implement it in his school: “I had a couple of colleagues who went to Australia, we talk about every month, and they tell me what’s going on in Australia.(…) I am trying to implement what is possible here from a legal point of view.There, for example, at the end of the year, children with poor results who have managed to recover, even if they have recovered, for example, are rewarded between 4 and 5 years. (…) “

“We are trying through this progress sheet to make a competency-based assessment,” he said.

Claudio Vlad explained that progress sheets, based on competencies, help teachers find out what students are missing and prepare worksheets for them according to their results: “At the beginning of each year, when the teacher prepares an assessment test, in the assessment test must also identify the skills he seeks to Assess it, if it is developed in the student.When he does the test, he finds out, and then he can divide the children into groups – and of course this involves more intensive work, because the moment you go to class you also can’t go to take one which is the best To create a problem, and the rest, bye-bye. You have to prepare worksheets for each group, on the skills that you saw as lacking.”

Initially, the progress sheets were designed for the beginning, middle and end of the school year, but the principal stated that he plans to do them at the end of each teaching unit as well: “Starting next year, we also want to standardize assessment tests for both the skills assessment phase, which is what we did this year: beginning, middle and end of the year, and also for assessments at the end of the learning unit or the final summary, ie we want to set some minimum standards of item types.. ie you don’t give them a paper at the end of the learning unit and ask three or five questions, but let them be knowledge items and subjective type items Basically, let’s model it with the minimum number of item types.”

It should be noted that the scores students have in progress papers do not convert into grades, according to the faculty, but are important for teachers to know where students are: “They haven’t converted into grades now. I even told the faculty, even if the student wanted, grades aren’t passed on. In the catalog. The teacher should feel this. (…) On the other hand, if, in the classroom, you make the preliminary assessment based on competencies, you have seen it in the history, for example, the child does not need to know the year, it is He needs to do something completely different, he needs to know the status of a historical event in a certain period, to know what happened in that period, to know the meaning of the modern age, to know how to work on the map. This is important. (…) “

The individual student progress papers in the History major, grades 5-8 can be viewed below:

Student’s Individual Progress Sheet – Grade 8

Student’s individual progress sheet – seventh grade

Individual Student Progress Sheet – Sixth Grade

Student’s Individual Progress Sheet – Fifth Grade

We are playing a dialogue on the topic of student progress reports:

Claudio Vlad: We thought to really focus on the student, because the vast majority of teachers when they enter the classroom, above all else, think about the learners. (…) I had two of my colleagues who went to Australia, and we talk almost every month, and they tell me what’s going on in Australia. (…) I am trying to implement what is possible here from a legal point of view. There, for example, at the end of the year, children with poor results who were able to recover, even if they recovered, are rewarded, say, 4-5 years. (…)

Edupedu.ro: How is it different from an academic assessment?

Claudio Vlad: Each program has general and specific skills and then examples of learning activities which, of course, are indicative of these learning activities. (…) We go further. And what do we want to do? At the beginning of each year, when the teacher prepares for the assessment test, he must also, in the assessment test, specify the skills he is looking to assess, if they are developed in the student. When he does the test, he finds out, and then he can divide the kids into groups – and of course that’s more intense work, because the moment you go to class you also can’t take out who’s the best to make trouble, and the others – bye. You have to prepare worksheets for each group, about the skills that you saw as lacking. Then, which is less than the five, your goal is to go over the five, the 6-8 range you can try to move them to the number 9., the ones that are nine, let’s say, try to make it progress in some way too. In our case, the goal was this: at the end of the eighth grade, we should see the vast majority of graduates continue their studies, not necessarily to go to high school, but to pursue some form of education. (…)

Edupedu.ro: I saw that the student file is kind of history, but the teacher file is quite branched and there are more examples.

Claudio Vlad: There are some examples of learning activities. We decided to do so. why? The teacher, the moment he is doing the assessment, should put a sheet of paper in front of him, so that he can see what has gone into each one. Of course, it requires that the test focus on the skills and specifics in a myth, that’s what we want to do from next year, we’re making continuous progress, a practical that won’t even need this paper anymore, the student’s paper should only include general and specific skills, I’ve done that In this way also for economic reasons, that is, to fit everything on one page of paper. Then it’s much simpler, you see, the teacher has to create those pages in every class he teaches. In our education system, many people ask how you can motivate your teachers. She tried to motivate teachers by winning European projects. why? By winning European projects, I was able to take them on hopping trips abroad to see other countries. (…) In the Roman education system, the only method of motivation is, say, through money, an appreciation of merit. (…)

Edupedu.ro: Convert to notes. So, we have these skills that you’ve documented, you see, you know that the student has grown from one to another, that he has acquired some skills, and he still has work to do on others. How does it match the current grading system, but does it have to be about fidelity, ie maybe a 5 year old can get a 10 to advance?

Claudio Vlad: yes.

Edupedu.ro: How does this happen, maybe there are other important teachers, what is your vision?

Claudio Vlad: This is exactly what we are trying to do. Starting next year, we also want to standardize assessment tests to assess stage skills, i.e. what we did this year: beginning, middle and end of the year, and also for assessments at the end of the learning module or final summary, i.e. we want to create some minimum standards for item types. That is, you don’t give them a paper at the end of the learning unit and ask three or five questions, but let them be cognitive and subjective items. Basically, we make a model with a minimum number of element types. Automatically, for the relevant items, during the preparation for the test for the teacher there should be a legend, in which he must say “for what kind of items from point 1a) – what skills do I aim to assess in the student . Of course, every element comes with a result, as now. (…)

Edupedu.ro: How did you train teachers on the evaluation aspect?

Claudio Vlad: We tried, and we said this year should be a test year with a competency based progress report. At the beginning of the year, I organized a meeting with teachers who had more experience (…) and organized all of them, helped them prepare the form, told them how they should be assessed, and especially the younger ones, helped them develop assessment posters. We did not think from the outset to move forward with the assessment portion during the year i.e. the assessment done at the end of the learning unit, to clearly identify which skills are being developed. (…) I said, let’s clearly define, including through an action, all that needs to be done and come up with examples, so let’s create templates, that’s exactly what we’re trying now. We are now trying to make the preliminary papers, the initial evaluation, accompanied by a legend of the skills being examined, so that we know what the basis is. (…)

They do not now turn to notes. I even told the faculty that, even if a student wanted, grades in the catalog were not passed. The teacher should feel this way. (…) On the other hand, if, in the classroom, you do the initial assessment based on competencies, you have seen it in history, for example, a child does not need to know the year, he needs to do something completely different, he needs to Knowing the status of a historical event in a particular period, to know what happened in that period, knowing the meaning of the modern era, knowing how to work on the map. this is important. (…)

We had discussions regarding evaluation and its effectiveness. Do you know what is happening with us? And in elementary education, where you know there are grades, a lot of the time, teachers tend to convert those grades into grades as well. (…) Why is this happening? When the competency assessment was introduced, do you know how it happened? You know that at the beginning of the year these meeting sessions are organized by specialties, and then they came and told us: “Look, from this year, you no longer evaluate goals, you evaluate based on skills,” and no training was done. “(…) Because of this, there is this reluctance.(…) I have always said, if you take a teacher to a course, do it in an informal setting, do not take it to a school, do not take it during the school year, because the teacher comes to you six hours after the work. (…)

In Australia, at the end of each term the teacher who teaches the class has to prepare a report on each student he teaches, an education report saying, from the point of view of the subject he is teaching, what is happening, and behavioral, how the student is behaving in the class, in the system in question . (…)

Read also:
Key to success, explained by Arad County Rural School Principal Claudio Vlad: Let’s not ask our children to memorize information, but to teach them how to work with this information, to be creative/models of students’ progress reports through a class

Photo: © Pressmaster | dreamstime.com/ Dreamstime.com supports education in Romania and, in the context of the Covid-19 pandemic, offers free stock photos with which Edupedu.ro can illustrate its relevant articles as much as possible.

Leave a Comment