There are four levels of proficiency: Approaching, Developing, Proficient, and Extending. *Transform ideas and information to create original texts *Use acknowledgements and citations to recognize intellectual property rights *Use the conventions of Canadian spelling, grammar, and punctuation proficiently and as appropriate to the context *Express and support an opinion with evidence *Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences *Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes *Assess and refine texts to improve clarity and impact *Respond to text in personal, creative, and critical ways *Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking For Grade 10 Composition for example, some of the competencies look like this: There are skills that student are to demonstrate their proficiency. Assessing students with points and percentages is out of fashion now. But before we get to that and other methods, explain the big picture a bit more fully please. You've already mentioned the Pivot Table, and that for sure is one of those tools. What would be ways to display the results that would be most conducive to making those meanings clear?Įxcel has remarkable abilities to analyze, summarize, process raw data that is well organized in a tabular form.
What meanings would be derived from those results?.What is the range of results that can be expected?.Then there are the questions of what form the "Output" should take? how best to store that data? (what kind of database layout).I'm less worried (and so should you be) at this stage of design about the formulas or functions you might need, more about such things as: Does a student's performance on each assignment get assessed not only as a whole (e.g., the old-fashioned letter grade) or is it assessed on a 1-NN basis for each of the applicable competencies, OR both? Lacking any of that, the more detailed you could be in your description of how specifically each competency (that applies) IS scored or graded in each assignment. I wonder if you could share either links to whatever guidance IS available for tracking-even if it's on paper ledger sheets-the development of these competencies. Your description, sadly, doesn't go far enough for a layman or outsider to really give any specifics. But, I'd like the have the performance colour coded, red, yellow, green blue, instead of a value or a appreciate the frustration you're experiencing. So my question is what formulas do I need to learn about in order to accomplish this? I'm currently looking into Pivot tables. It will vary how often each competency will come up over the course of those 10 assignments. I want to be able to see that Jimmy has struggled initially with only a 1 on the first three instances this competency was assessed but on the fourth, he scores a 2, and on the fifth, he scores a three. Over the course of, say, 10 assignments, competency #1 will only be assessed in five of those, and others will come up more frequently and others less often. There are over a dozen competencies to address at grade level and each assignment will be focused on just a small number of competencies. What I'm looking for is a way to bring together all the scores for each competency. I can create a spreadsheet that lists students, shows each assignment, which competencies it addresses, and student performance with respect to each competency. My frustrations have led me to the decision to just create my own. My school district refuses to provide an adequate grade book solution for the competency-based assessment model which we now use. I'm looking to create my own grade book to track student progress over time.
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