Learning Updates & Descriptive Feedback for Students

Why is descriptive feedback from teachers so valuable?

• tells you what your child can do
• tells you what your child needs to work on
• tells you how your child interacts in the classroom
• provides strategies to help your child further their learning

Descriptive feedback is the written comments you will see on your child’s report card. Descriptive feedback is valuable for all students in all grades, from Kindergarten to Grade 12. In Grades K- 9, your child may get a “Proficient” in math and a “Developing” in English. At first glance, you might assume that your child is “good” at math and “bad” at English. But this isn’t the case. All students have both strengths and areas they are still working on.

In Grades 10-12, letter grades and percentages alone won’t provide the whole picture of who they are as a learner. This is where descriptive feedback comes in. Teachers will give you written feedback that clearly explains what your child can do. It will also tell you what your child needs to work on to move forward in their learning.

Learning happens at different speeds for different students. Your child’s report card will clearly explain to you what your child can do and what they need to work on in each of their areas of learning. Descriptive feedback is the short, written comments from the teacher that explain your child’s current learning strengths and classroom behaviour.

The information in your child’s report card shouldn’t come as a surprise. Ideally, before you receive a report card, you should hear from your child’s teacher about any areas that need to improve, whether in their learning or their behaviour But the report card will also provide written information about what your child can do and areas they need to work on. The teacher may describe ways that you can support your child at home. They may also explain how your child is being supported in class to improve and move forward in their learning.

Your child’s marks (on the proficiency scale, or letter grades and percentages) reflect their learning in each area. The written comments include information on your child’s work habits and behaviours. Grading and reporting are not disciplinary tools. For example, students can’t lose 10% of their grade for not bringing gym clothes to class, and they can’t have marks taken away as a punishment for being late. But behaviour in school is still important. If a student does not attend or participate in class, it will be difficult for teachers to assess their learning.

The general descriptions associated with each proficiency scale are provided below.  These descriptions are a general statement about the students overall progress in the course.  They may show variation in different areas of the course and it’s likely that teachers will indicate this in the descriptive feedback.  It is also likely that as students build their skills in a course they will progress along this continuum during the school year.  The learning updates are only ‘snapshots’ of where the student is on that journey.

EXTERNAL CREDITS

Students may obtain graduation credits by completing recognized programs as established by the Ministry of Education.  Some examples include programs completed through B.C. Conservatory of Music, Royal Academy of Dance, and youth programs such as Cadets and 4H.  See your counsellor and contact the website www.bced.gov.bc.ca/graduation.

HONOUR ROLL/PRINCIPAL’S LIST

Students attaining a 3.25 or higher grade point average (A=4, B=3, C+=2.5, C=2, C-=1.5) in a reporting period earn a position on the honour roll (minimum of five courses).  Students who achieve a G.P.A. of 3.85 or better earn a position on the Principal’s List.  Honour rolls are displayed in the office window.

PARENT/TEACHER INTERVIEWS

Parents are invited to meet with classroom teachers in September for our Meet the Teacher Night and again in January after the first report card.  In addition, parents are encouraged to communicate with the school at any time.