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Reporting to Parents and

Self Assessment K-3

(Ages 5-9)

By Danica Farrell (Radil), Carla Takach and Gina Farrell

● A chance for the student and the
teacher to read together
● The teacher would make a next step for
the child.
● Teacher assessing student.

How it would typically go;

Traditional 1. Some students would be nervous to

Assessment 2.
read with a teacher.
Teachers have to find time to
conference one on one with students. In
20 - 30 minutes a child, formative the late primary this can take up to half
assessment with teacher an hour.
About Traditional Reading Conferences
Traditional Reading conferences had the teacher assessing students one at a time.
With each child the teacher would have them read a passage at their level. The teacher
would record how many errors the student read. (omissions, substitutions, inserts, and
self-corrections). The teacher also would take notes on what strategies the student was
using as well as how fluently the child read the passage. (word by word, some phrasing,
phrased and fluent, observing punctuation). A reading conference could take up to
half an hour per child and would require the teacher to record all the information in
enough detail to create a picture for assessment purposes.
What Traditional Reading Conferences
Looks Like

Traditionally teachers use the PM

Benchmark kit and assess students
via pencil/ paper and conference.
Above is an example of an early
primary conference sheet and to the
left is an example of a Benchmark
running record assessment.
What we need
● PM Benchmark kit
● One on one teacher support for
● Copies of assessment
individual assessment
● Quiet space
● Time, time, and more
● Quiet activities for the rest of the
class while assessment is taking
● And/Or an additional adult to
manage students or assess
We have identified assessment as one area that we could
actually make mobile so that the student, families and
teacher are all benefited.

In the next slide, you will see the process through which
we are testing out a web based version of reading
assessment as well as math and a few other areas.
Reading was the main focus, which carried into math as
students were excited and comfortable with showcasing
their own learnings on their eportfolios.
Web Based Reading
Conference Assessment
5 minutes with teacher • Play it back•
Self Assess • Upload to E portfolio.

4Cs= Capture, Compute, Content & Communicate

About Web Based Reading Conference
By using a web based reading conference, students will be able to read to a teacher, or
directly read a book to their e portfolio. Students will use SCHOLANTIS as an APP to
directly upload to their eportfolios.

Students would record either their voice, or a video of their reading and then they
would play it back to self assess. They sit with headphones and then assess their own
reading fluency as well as create a next step. This is done on a hardcopy, they would
then take a photo and then upload it as well.

Students will be able to share their self driven goals with parents, by sharing their e
portfolio with their parents. They can access this from home.
● Self Reflection, Setting own goal
● Self Motivation, Invested in own
● Child makes own next step.
Self ● Less time per child with a teacher.
● We can review their reading if we want
Assessment to.

How did it go?

Activity 1. Students loved having the responsibility
2. They were able to independently
15 minutes a child. 5 minutes with upload.
teacher. 10 minutes on their own. 3. Students showed their parents how to
access online e-portfolios.
What it looks like

4Cs= Capture, Compute, Content & Communicate

4Cs= Capture, Compute, Content & Communicate
What we need
Tools Preparation
● iPad and stand (or other Whole class lesson on how to access Scholantis.
device to record - such
as a surface). Example of expectations - Using a completed version to start. (Showing
● Snowball Speaker an e portfolio that has an example done.)
● Scholantis APP
● Headphones One on one teacher support for first recording.
● Fluency Self Assessment
One on one teacher support for first picture taking.
hard copy

Gradual release of responsibility to students uploading and self assessing.

Here are some other ways to use
mobile devices for students to Self
Traditional Math Assessment
Traditional math
assessment typically looks
at the end results, the
answers, rather than
allowing the student to
show their conceptual
understanding of the
Students Record Work on their
Eportfolio as Evidence of their
Steps: 1. Open eportfolio
2. Find teacher post
3. Click on lightning button
4. Select Picture
5. Take a picture
6. Click lightning button again to save
7. Parents receive and can comment

4Cs= Capture, Compute, Content & Communicate

Demonstrating knowledge of how to solve addition

4Cs: Capture,Content, Compute & Communicate

This video was uploaded to the student’s Eportfolio for

communicating student learning.
Students Share their Learning With Parents
using Ipads - Example 100’s Day Activities
Students completed
activities throughout the
day. Once they completed
their activities they went
around and took pictures
of their mathematical
learnings and uploaded
them to their eportfolio.
This allows them to bring
their learning home and
have continued
discussions with their

3Cs= Capture, Content & Communicate

Why use mobile devices?
Mobile Devices provide alternative ways for students to represent their learning.

Mobile devices allow for autonomy for students as they work through
assignments and choose evidence of learning.

Mobile devices allow for learning and teaching to be stretched as we are not
encompassed by the traditional constraints of a typical face to face classroom.
Differences and Advantages to using
Traditional devices Assessment Using Mobile Devices
20 - 30 minutes a child, formative 15 minutes a child. 5 minutes with
assessment with teacher teacher. 10 minutes on their own.

Why? Why?
● A chance for the student and the teacher to ● Parents can hear the conference between a
teacher and their child and apply the direct
read together
feedback and strategies that are being
● The teacher would make a next step for the
● Access to students assessment continuously.
● Teacher assessing student.
● Self Reflection, Setting own goal
● Hard copy communication to parents. ● Self Motivation, Invested in own learning.
● Child makes own next step.
● Less time per child with a teacher.
● We can review their reading if we want to.
Clark Quinn’s 4 c’s for Primary
Content “the provision of media (e.g. documents, audio, video, etc) to the learner/performer”:
Providing content to the parents on student’s progress via scholantis.

Compute “taking in data from the learner and processing it”: scholantis processes the videos
and pictures and puts them into a mobile app that allows others to access from

Communicate “taking in data from sensors including camera, GPS, etc, and saving for sharing
or reflection” : by sharing their video recordings and pictures on their eportfolio the
students are communicating their learning with their families. Parents are able to hear
authentic learning that isn’t confused with teacher jargon. This in turn allows parents
to comment, ask questions and provide feedback.

Capture “connecting learners/performers with others” : by using audio recording can

capture a moment in their reading learning journey. This file can be reviewed later to
analyze and reflect on. It provides the teacher with evidence for assessment purposes.

Quotes from Clark Quinn’s Blog at LEARNLETS

App used
Scholantis - Login through SD 72.
S. (2017, May 16). Scholantis Portal on the App Store. Retrieved March 15, 2018, from

P.M Benchmark. (n.d.). Retrieved March 16, 2018, from

C. (2010, February 08). You searched for 4 c's. Retrieved March 16, 2018, from c's