Grade 10-12 Reporting & Achievement Scale

Reporting & Achievement Scale

Grade 10 - 12

Beginning in the 2024-2025 school year, Grades 10-12 students will receive a report card in February at the completion of Semester 1 courses and at the end of the year when they have completed Semester 2 courses or any year-long courses. Report cards will be accessible in Edsby and supplemented by ongoing communication throughout the school year, both through Edsby and other communication tools.

Reporting Timeline 10 12

NWSD Achievement Chart for Grade 10-12

In grades 10-12, the achievement scale signifies the extent to which a student has demonstrated achievement of Saskatchewan curriculum outcomes. The achievement scale may be used by teachers in class, in Edsby and on some progress updates. For 10-30 level courses, a percentage mark is required by the Ministry of Education and will be posted on Edsby and report cards.

Achievement Level	Descriptor	Rubric-Based Option	Percentage Mark Range	Credit Achieved
Exemplary	Evidence fully meets the curricular outcome to its full depth and complexity.	4+ 4 4-	90% - 100%	☑
Meeting	Evidence demonstrates success with all but the most complex elements of an outcome.	3+ 3 3-	75% - 89%	☑
Approaching	Evidence demonstrates some understanding of proficiency-level content but includes significant misunderstandings.	2+ 2 2-	60% - 74%	☑
Beginning	Evidence demonstrates the simplest elements of the outcome.	1+ 1	50% - 59%	☑
Insufficient Evidence	Even with support, the provided evidence does not meet the level of basic knowledge required to demonstrate the outcome.	IE	<50%
No Evidence	After multiple interventions and attempted parent communication, and following the school’s approved missing evidence plan, no evidence was made available.	NE	0%

Achievement Level

Descriptor

Rubric-Based Option

Percentage Mark Range

Credit Achieved

Exemplary

Evidence fully meets the curricular outcome to its full depth and complexity.

90% - 100%

☑

Meeting

Evidence demonstrates success with all but the most complex elements of an outcome.

75% - 89%

☑

Approaching

Evidence demonstrates some understanding of proficiency-level content but includes significant misunderstandings.

60% - 74%

☑

Beginning

Evidence demonstrates the simplest elements of the outcome.

50% - 59%

☑

Insufficient Evidence

Even with support, the provided evidence does not meet the level of basic knowledge required to demonstrate the outcome.

<50%

No Evidence

After multiple interventions and attempted parent communication, and following the school’s approved missing evidence plan, no evidence was made available.

Gr 10-12 Achievement Scale

Communicating Student Learning

Effective, open communication between home and school is vital for student success. Integral to our commitment to improved student learning is a commitment to communication with parents/caregivers that:

is frequent and timely
helps parents/guardians understand the curriculum their child is learning, how their child is doing with that curriculum, how their child is being assessed, and how their child is being supported
shares assessment findings and next steps from both within and beyond the classroom
invites collaboration to support students in successfully achieving learning outcomes

Edsby

Northwest School Division uses the digital communication platform called Edsby. This platform allows parents and caregivers to follow their child’s progress at school, receive school updates, and much more. It provides families with a comprehensive picture of their student’s achievement of curricular outcomes and their school experience throughout the year.

We believe that clear consistent communication with updates in Edsby will help families to better understand their student’s learning journey.

Families will now receive formal report cards only at the end of each course.

Learn more about Edsby.

Assessment: A Shared Responsibility

Assessment is most effective when it is an active collaboration between school, student and home.

Parent/Caregiver Role	Student Role	Teacher Role
As valued partners in learning, parents/caregivers can support their children’s learning by: Familiarizing themselves with course outlines, including information about curriculum and assessment; Monitoring progress through discussions with their student and checking in on Edsby; Supporting their student in choosing courses that are appropriate to the child’s aptitude, interest and goals; Helping their students develop strong learning skills and a positive attitude towards learning; Working with teachers to identify student’s strengths and interests.	Students understand and work towards the curriculum expectations and achievement criteria by: Understanding the learning expectations and how they will be assessed (read and discuss outlines, assignments, rubrics, etc.) Engaging in the learning process - being punctual and attentive, and actively participating in course work Asking for help when they don’t understand Working with peers to enhance learning Meeting deadlines Developing their learning skills Demonstrating learning through oral and written products and presentations Using feedback to set goals and work on ‘next steps’ for improvement Academic honesty	Teachers ensure that assessment of student work is valid and reliable, and that it will lead to the improvement of learning for all students by: Collecting and assessing student evidence of learning in a transparent and equitable way Clearly communicating learning expectations and achievement to students and families Supporting all students, and recognizing their diverse needs Providing multiple opportunities for students to show their learning Providing a variety of meaningful tasks Providing descriptive feedback to guide student learning Helping students become successful learners

Parent/Caregiver Role

Student Role

Teacher Role

As valued partners in learning, parents/caregivers can support their children’s learning by:

Familiarizing themselves with course outlines, including information about curriculum and assessment;
Monitoring progress through discussions with their student and checking in on Edsby;
Supporting their student in choosing courses that are appropriate to the child’s aptitude, interest and goals;
Helping their students develop strong learning skills and a positive attitude towards learning;
Working with teachers to identify student’s strengths and interests.

Students understand and work towards the curriculum expectations and achievement criteria by:

Understanding the learning expectations and how they will be assessed (read and discuss outlines, assignments, rubrics, etc.)
Engaging in the learning process - being punctual and attentive, and actively participating in course work
Asking for help when they don’t understand
Working with peers to enhance learning
Meeting deadlines
Developing their learning skills
Demonstrating learning through oral and written products and presentations
Using feedback to set goals and work on ‘next steps’ for improvement
Academic honesty

Teachers ensure that assessment of student work is valid and reliable, and that it will lead to the improvement of learning for all students by:

Collecting and assessing student evidence of learning in a transparent and equitable way
Clearly communicating learning expectations and achievement to students and families
Supporting all students, and recognizing their diverse needs
Providing multiple opportunities for students to show their learning
Providing a variety of meaningful tasks
Providing descriptive feedback to guide student learning
Helping students become successful learners

Parents/caregivers, talk to your children about their learning.

Ask them questions like “What did you learn today?”