For students in Kindergarten to Grade 8, teachers provide report cards to parents at the end of each term. At the high school level, report cards are sent home near the middle and at the end of each semester.

As the provincial curricula are renewed, and developments in educational research provide us with greater evidence of what works (and what doesn’t) for student learning, we continue to refine our efforts to provide meaningful, timely information to parents regarding student learning – both academically and socially.

Some of the changes to reporting that are currently taking place include:

  • Student-led Conferences: these take place during the traditional parent-teacher interview times. The focus of each conference is on the growth that each student has shown and goals for improvement. If specific issues arise that are of immediate concern, parents are encouraged to approach the child’s teacher or the school principal, rather than waiting until conference time.
  • Rating Scale Reporting: rating scales (such as rubrics) have been used for several years now and they provide a picture of student achievement in certain sections (strands) within a subject area – for example, the strands in Math or Arts Education. They are more meaningful than a single numerical grade because they describe what a student knows or can do and they provide help in determining where to go next.
  • On-Line Access: some, but not all, schools have technology available to allow parents to monitor the progress of their child without waiting for written reports from school. We are working toward providing all schools with this capacity.

As more and more media attention is focused on changes to grading practices – often without meaningful context and explanation – it’s important to remember that Prairie South recognized some time ago that change was necessary. Teachers in our division have been working for several years now to examine grading practices and renew those practices based on research into student learning outcomes. The intention of the changes is to be fair, equitable and transparent, and to enable students to remain confident in their ability to learn.

A summary of grading practices and our school division’s approach can be found in this document.

Further information on changes to Reporting and Grading can be obtained from Lori Meyer.


Last Updated: August 25, 2015 at 9:56 am