Bibliographic Details
| Title: |
New BC Curriculum and Communicating Student Learning in an Age of Assessment for Learning. |
| Authors: |
Hong Fu1, Hopper, Tim1, Sanford, Kathy1 |
| Source: |
Alberta Journal of Educational Research. Fall2018, Vol. 64 Issue 3, p264-286. 23p. |
| Subject Terms: |
*Learning, *Assessment of education, *Curriculum planning, *Education policy |
| Geographic Terms: |
British Columbia |
| Abstract (English): |
The purpose of this paper is to provide an in-depth analysis and review of effective and meaningful practices in reporting and communicating student learning in K-12 within the framework of assessment for learning. The timeliness of this topic is derived from the launch of the new curriculum in British Columbia (B.C.), which promotes innovations in both assessment and reporting. To accomplish this goal, research in assessment, grading and reporting student learning from the last two decades is explored to provide information on ways to report and communicate student learning within the changing demands of the new curriculum. Our review of research suggests the need for policy change with respect to developing new systems that are anchored in competency, mastery-oriented and evidence-based learning. There is great potential to change and expand assessment, reporting and communication processes at all levels which are supported by the increased availability of digital technologies, ongoing and personalized assessment, and emerging innovative practices we have noted in B.C. To conclude we recommend digital portfolio practices as they offer a promising direction for creating new processes that complement existing systems in communicating student learning and support competency-based curriculum. [ABSTRACT FROM AUTHOR] |
| Abstract (French): |
L'objectif de cet article est d'offrir une analyse et une critique approfondie des pratiques efficaces et significatives portant sur l'établissement de rapports et la communication de l'apprentissage par les élèves de la maternelle à la douzième dans le cadre de l'évaluation au service de l'apprentissage. Le caractère opportun de cette question découle du lancement du nouveau programme d'études de la Colombie-Britannique (C.-B.) qui favorise l'innovation tant dans le domaine de l'évaluation que celui du reportage. Ainsi, nous nous sommes penchés sur la recherche portant sur l'évaluation, l'attribution de notes et le reportage de l'apprentissage des élèves au cours des vingt dernières années afin d'être en mesure de rendre compte des résultats d'apprentissage et de les communiquer dans le contexte de l'évolution des exigences du nouveau programmes d'études. Notre examen de la recherche fait ressortir le besoin d'un changement de politiques quant aux nouveaux systèmes en cours de développement et reposant sur la compétence, la maitrise, et l'apprentissage fondé sur des données probantes. Le potentiel pour changer et étendre les processus d'évaluation, de reportage et de communication est grand à tous les niveaux qui sont appuyés par la disponibilité croissante de technologies numériques, de l'évaluation continue et personnalisée et de pratiques novatrices émergeantes que nous avons notées en C.-B. En guise de conclusion, nous recommandons des pratiques numériques de portefeuille car elles offrent une orientation prometteuse pour la création de nouveaux processus qui complètent les systèmes existants visant la communication de l'apprentissage des élèves et qui appuient un programme d'études basé sur les compétences. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
