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  • 1. 2ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.comNARRATIVE ASSESSMENT REPORT WRITING: EXAMPLE 1Report Format: In this example a classroom teacher who teaches/assesses all cores subjects(reading, writing, math and social science) for a primary grade student writes a single narrative. Theteacher writes a paragraph per subject. Within each paragraph the teacher attempts to paint apicture of the child through specific observations then makes clear assessment statements backed upby specific evidence. Skills covered are listed within the narrative rather than in separate skillschecklists.David is an enthusiastic student whose curiosity shows a true love of learning. He delves deeplyinto his school work and projects, such as finding and emailing an expert to use as a source forhis community service report on composting. David is conscientious about completingassignments on time but would benefit from taking more time to make sure all the componentsof assignments are handed in. For example, he frequently needs to be reminded to include thedrafts of his writing assignments in with his final essay. David continues to be reticent at timesabout finding playmates at recess or free time. However, once involved with others in activitieshe enjoys the social interaction and is seen as a cooperative player by his classmates. We havebeen working with David to identify ways in which he can be more proactive initiating playtimeactivities, such as finding “partners” to play in some of his favorite activities and being moreconfident about joining in as students are initiating larger group activities that he enjoys.David demonstrates well-developed reading comprehension skills. He was able to identify plottraits shared among fairy tales from different cultures and did a wonderful job retelling “ThePeach Boy” in his own words. He was an adept participant in our literacy circle discussions andshowed his ability to make predictions about content, and relate aspects of our stories topersonal experiences. One memorable moment occurred when David supplied the voice of theDragon in our reading of “The Hidden Castle.” David truly enjoyed this activity and hisenthusiasm was shared by the entire class. This is another example of how his initial reticenceto participate in activities can be overcome once he is engaged in his learning and feelsconfident enough to take some risks. David has shown a strong grasp of grammar concepts. Hecan identify nouns and action verbs, and is beginning to comprehend adjectives.Writing is another activity David enjoys. The level of effort he puts into each writing assignmentis commendable. For his research project on blue whales David used a variety of differentsources and utilized our library’s multi-media resources well. The fairy tale he created aboutthe timid troll showed a potent imagination and the story’s characters were well developed. Heused adjectives obtained from a thesaurus to enrich his story. The timid troll’s scary explorationunder the bridge showed an impressive use of suspenseful writing that exemplifies David’sability to incorporate high-level skills into his writing. David’s spelling is an area where he isshowing some improvement, though he would benefit from taking more time to proofread andComment [O1]: Teacher does a goodjob of painting a vivid picture of David as
  • 2. a learner.Comment [O2]: Clear assessmentstatements are followed by examples.Comment [O3]: Specific prescriptiveactions are documented.Comment [O4]: Real-life antidotesadd richness to assessments.Comment [O5]: Skills list.Comment [O6]: Again, consistentpattern of clear assessment statements,supporting evidence/examples, andprescriptive actions where necessary.3ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.comuse the dictionary. He has a well-developed vocabulary, and is beginning to use self-correctionstrategies with his own writing. David’s cursive skills are solid and he has shown advancedkeyboarding skills.David has shown a mastery of math concepts covered this semester. He is working towardproficiency with his math facts (including addition/subtraction patterns, and multiplication up to10). His unit test average is 94%. David has illustrated the ability to comprehend advancedmath topics that involve reasoning and problem solving skills yet shows inconsistent mastery oftopics involving memorization of facts. David’s lowest test score came from his units conversiontest while his highest came from his word problem test. We have been working on identifyingmemorization techniques (through game play, for example) and David is developing anunderstanding that knowing math facts provides the foundation for learning more complexmath topics.In social science David dived into his community project working well with his teammates todevelop a presentation on their local neighborhood. He was a quiet but effective leader in thegroup but was also a cooperative team member. In the team’s self assessment of their finalproject David said “We did a good job because everyone worked hard.” David’s enthusiasm forthe project motivated the entire group to put in an excellent effort. The mobile David createdfor his team’s report was exceptionally creative and informative. He placed himself at thecenter as he would place himself in the center of his community. He then hung items on themobile that represented the broader communities of which he is apart. In conjunction with thecommunity project David sharpened his mapping, data gathering, research and verbalpresentation skills. For the science portion of the community project David worked with thegroup studying the value of composting. The entire class benefited from the worm bininformation sent to David after he reached out to a local environmentalist through email. Thisextra effort is one of many examples of David’s exuberance for his work.David has shown considerable growth throughout this school year. Although reserved at timeshe is one to observe first, consider his options, and then dive in with enthusiasm. As a learnerhe consistently shows that once engaged he can produce exception quality work and exhibit
  • 3. advanced critical thinking skills.Comment [O7]: The teacher’slanguage in the math assessment is notas joyful as that for other subjects.Perhaps the teacher is less comfortablewith the math subject.Comment [O8]: Example providesinsight into David’s learning profile inmath.Comment [O9]: Again, descriptivewords paint a picture of David.Comment [O10]: Using a student’sown words can be a valuable techniquein assessmentsComment [O11]: Good example thatshows higher critical thinking skills.Comment [O12]: Nice “bookending”of the same example in the beginningand end of the report.Comment [O13]: The reader has asolid understanding of the type ofstudent David is and his strengths andweaknesses.4ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.comNARRATIVE ASSESSMENT REPORT WRITING: EXAMPLE 2Report Format: In this report a student receives a report written by each subject teacher. Theteacher writes a class description that is included for all students in the class followed by individualnarrative comments for each student. The same assessment is given in two examples whose impactand effectiveness can be compared.VERSION 1Class DescriptionIn Pre-algebra this term we covered Variables, Expression, Integers, Factors, Exponents, RationalNumbers, Probability and Percents. Students are given daily homework assignments Monday throughWednesday. Some in class time is spent going over homework questions but students are expected toself-correct their homework assignments and bring up questions for discussion in class time. EveryThursday students are given time to review for our Friday quiz. For those students who feel they havemastered the material I distribute a POW on Thursdays that can be submitted for extra credit on Fridays.Comments:Michelle has had a very good semester. She has is showing a solid mastery of the material but couldbenefit from slowing down and focusing on making fewer mistakes. Her homework assignments are neatand she appears to be keeping up with her word (I empower my students to monitor their own homeworksuccess through self scoring and correction). Her quiz average is 92% and she received an 83% on hersemester exam. If Michelle put a little bit more time into review prior to her tests I think she could bringthat grade up! Michelle is a good class participator and it was a pleasure having her in my class!Grade: B+
  • 4. VERSION 2Class DescriptionOur math program focuses on engaging students in understanding the fundamental concepts of the mathtopics first and foremost and then applying those concepts in a variety of different ways includingteacher-directed learning, math projects, cooperative group activities, and reinforcement of skills learnedthrough homework. In Pre-algebra this term we covered Variables, Expression, Integers, Factors,Exponents, Rational Numbers, Probability and Percents. Students who feel they have mastered topics areprovided with a Problem of the Week (POW) that challenges them to reach a higher-level understandingof the math topic covered. Students are assessed through weekly quizzes that measure understanding ofthe weekly topic (75%) as well as an end-of-term exam that calls for students to integrate the math topicslearned (25%).Comments:Michelle displays a strong number sense and is an active, enthusiastic, participant in our group mathactivities. She particularly enjoys our Mental Math showdowns where she gets to work with teammatesComment [O14]: Classroom scheduleshould not be a part of assessment – thisinformation is needed by student andfamily at the start of the term.Comment [O15]: Teacher assumesreader knows what a POW is.Comment [O16]: “Good” and“Strong” are two words that should beused sparingly as they frequently providelittle meaning.Comment [O17]: Is a B+ mastery atyour school? Every schools should haveagreement on the definition.Comment [O18]: Typo that passesspell check!Comment [O19]: Repeat ofinformation given in class description.Comment [O20]: Be cautious usingpredictive language.Comment [O21]: Cliché endingComment [O22]: Articulation ofcurricular program has value if outsideaudiences (e.g., other schools) will bereading reports.Comment [O23]: Acronym is definedfor reader. Purpose of POW is included.Comment [O24]: Specificinformation on how the assessment ismade and grade is determined isincluded.Comment [O25]: Descriptivelanguage helps paint a picture ofMichelle as a learner.Comment [O26]: Example supportstatements.
  • 5. 5ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.comto talk through the answers to complex problems. She has had a successful semester keeping up withhomework assignments, and always taking care to show her work in a neat and organized manner. Herweekly quiz average is 92% indicating a solid mastery of topics; however, her deductions were usually theresult of careless errors that could be reduced if Michelle took the time to recheck her work. On hersemester exam Michelle scored 83%. This is a solid score but Michelle has expressed the desire toimprove her score in the next exam. We have discussed review strategies to try out next semester andthe class will develop a review schedule prior to the exam. I have also encouraged Michelle to attemptthe POW more frequently as that will help her achieve a higher level of mastery of the math skillscovered. Michelle is an energizing participant in our math class and we all value her presence in our class!Grade: B+Comment [O27]: Includes Michelle’sown goal.Comment [O28]: Specific prescriptiveinformation to help Michelle meet hergoalsComment [O29]: Concludingstatement a bit more personalized and isconsistent with statements made inassessment. This is less cliché then “itwas a pleasure.”6ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.comNARRATIVE ASSESSMENT REPORT WRITING: EXAMPLE 3Report Format: In this high school English report the teacher presents a thematic portrait of thestudent giving an impactful description of that student’s learning personality.Always the observer, Juliana sits in the back of the classroom. She rarely raises her hand but will respondif called upon to do so. She is never late with an assignment, never flustered by a new task, neverdistracted from her mission – to write, to write well and to write often.Her strongest suit is creative non-fiction. She is articulate, using her mature vocabulary and syntax tocapture the small moments in her day or the snapshot of a human interaction that lasts no more than afew seconds. Her attention to detail is precise as is her use of descriptors. She drives each sentence with astrong verb and avoids over embellishment.In a recent essay about Sunday dinner at her grandmother’s house, she describes entering the familiardining room: “The oval wooden frame of my great-grandparents’ wedding picture gleamed in thestreaming sunlight. They weren’t smiling in the portrait, so unlike my Nanna and Grandpop who bothhave the crease lines of constant mirth.” In two sentences she brings us up to date with family history andher take on the world.Juliana is an effective analytical writer, as well. She orders her ideas to make the best of evidence and thestanding premise of each paragraph. Her theses are based in evidence and she is direct and succinct asshe draws conclusions.She has set an interesting goal for herself recently. She writes, “I want my work to be strange andwonderful and to bring the reader on a powerful journey to the destination I envision.” So, Juliana, youare on the way to that end, keep up the good work, stay focused on the elements of each phrase,
  • 6. sentence, and paragraph. The story is in the details, but you already know that.Comment [O30]: The first paragraphestablishes the student’s learning theme.The reader can visualize her as anengaged, yet somewhat passiveobserver. Consider what a parent,teacher, or admission director, learnsabout this student from the descriptionbeyond what can be gained from a lettergrade.Comment [O31]: Generalizeddescription of strength is followed byspecific skills.Comment [O32]: Example providesclear summation of student’s abilityusing few words.Comment [O33]: Personalizedending provides affirmation of student’own goalsBulletin boardFrom Wikipedia, the free encyclopediaJump to: navigation, searchFor other uses, see Bulletin board (disambiguation)."Pinboard" redirects here. For the bookmarking website, see Pinboard (website). This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (December 2007) Look up bulletin board or notice board in Wiktionary, the free dictionary.Well-used bulletin board on the Infinite Corridor at MIT, November 2004.
  • 7. Cork, a common bulletin board materialA bulletin board (pinboard, pin board, noticeboard, or notice board in British English) is asurface intended for the posting of public messages, for example, to advertise items wanted orfor sale, announce events, or provide information. Bulletin boards are often made of a materialsuch as cork to facilitate addition and removal of messages, or they can be placed on computernetworks so people can leave and erase messages for other people to read and see.Bulletin boards are particularly prevalent at universities. They are used by many sports groupsand extracurricular groups and anything from local shops to official notices. Dormitory corridors,well-trafficked hallways, lobbies, and freestanding kiosks often have cork boards attached tofacilitate the posting of notices. At some universities, lampposts, bollards, trees, and walls oftenbecome impromptu posting sites in areas where official boards are sparse in number.Internet forums are becoming a global replacement for traditional bulletin boards. Online bulletinboards are sometimes referred to as message boards. The terms bulletin board, message boardand even Internet forum are interchangeable, although often one bulletin board or message boardcan contain a number of Internet forums or discussion groups. An online board can serve thesame purpose as a physical bulletin board.Magnet boards, or magnetic bulletin boards, are a popular substitute for cork boards because theylack the problem of board deterioration from the insertion and removal of pins over time.Creating Interactive Bulletin Board Displays with StudentsIn addition to adding color to a classroom, defining classroom goals and policies, andshowcasing student work, bulletin boards can be interactive teaching tools. Bulletin boards canbe “another teacher” in your classroom. Bulletin boards that change periodically to reflect newlessons help visual learners better understand new material, reinforce new words and concepts,and challenge students to participate in new ways.
  • 8. Using Bulletin Boards to TeachBulletin boards can be education tools as well as colorful decorations. Teachers can use bulletinboards to teach math, language arts, geography, and other disciplines. Bulletin boards canintroduce new topics and generate student interest. A bulletin board with dinosaur bones, forexample, can introduce a unit on dinosaurs. Students assemble the bones into the skeleton of adinosaur, either on their own or step-by-step, adding a bone as they complete another activity sothat the skeleton emerges piece by piece. A math bulletin board might give the answer to aproblem and challenge students to create all the problems they can think of with that answer.Bulletin boards are also self-teaching tools for students. Teachers design learning activities usingthe boards and movable parts affixed to them and students can move from board to board duringfree or quiet time to complete the activity. Students can add their own literary compositions toblank bulletin boards or respond to prompts given by the teacher. Students can also voice theiropinions on bulletin boards, voting on favorite books and recommending reading material toothers.Bulletin boards used as word walls can be powerful vocabulary-building tools. As students areexposed to new vocabulary, key vocabulary words are added gradually to the wall. Teachersfacilitate review activities to practice the new words. Activities that allow students to interactwith the word wall, such as those that involve moving the words to different categories orlocations on the wall, help students understand and retain the new vocabulary. • Using Bulletin Boards: This site explains how bulletin boards can be used for different purposes • Rethinking the Bulletin Board: How to use bulletin boards to teach. • Word Walls: How to create and use a word wall with your students.Interactive Bulletin BoardsBulletin boards that challenge students to interact with them can engage them in the learningprocess more effectively than static display bulletin boards. Static bulletin boards can becomesimply part of the classroom décor after a few weeks, while interactive bulletin boards thatchange according to topical lesson plans can hold student interest and help different kinds oflearners assimilate the new material in their own way and at their own pace. By allowingstudents to help create bulletin boards and to interact with them, students take ownership of theclassroom and of their own learning experience. Students are challenged to be active learners andto actively seek out new information, to create new artwork, or to achieve higher grades that willbe displayed on the boards.Students can respond to prompts issued by the teacher to help create the boards. For example,students can bring in or draw pictures of words that begin with a certain letter, or items of acertain color, and post them to the board. The teacher can then prompt students to rearrange thematerial according to new categories. For example, items that begin with the letter “D” can thenbe rearranged by categories such as “animals”, “things”, and “people”. Bulletin boards can be
  • 9. self-quizzes that students help create. Students can be the “experts” on part of a topic or bookand create questions or clues that are posted on the bulletin board. After providing time forstudents to research the answers, the original posters place their answers underneath thequestions. Students then move from board to board to lift the flaps and grade their quizzes. • Interactive Concepts: Details the different levels of interaction possible with bulletin boards. • Making Interactive Bulletin Boards: Examples of what interactive bulletin boards are and how students interact with them.Creating Bulletin Boards with StudentsStudents can interact with bulletin boards by helping to create them or to provide their content.Students can create bulletin boards by working together to create small pieces of a larger projectand piecing them together to form a completed whole. Students can work together to make a mapof a region under study, filling in mountains, rivers, cities, indigenous groups, and other featuresas they are discussed in class. Students can work together to create great works of artby painting, drawing, or making a collage of a section of a famous work of art that will then bepieced together with other student works to create the larger finished masterpiece. Building acastle or house, a nature or farm scene, or “building” an animal lets students take the lead inlearning about a new topic and giving them a finished product to display, which helps them takeownership of their learning experience.Students can also provide the content of bulletin boards. Reader’s choice bulletin boards allowstudents to recommend favorite books and voting bulletin boards let students voice their opinionson books, movies, or artwork. Students write and post questions about their reading material orthe current lesson to question bulletin boards and other students can discuss and post answers.Interacting with bulletin boards after their creation is important to reinforce learning. Simplereview activities led by the teacher, such as question and answer games, can keep studentattention focused on the board and help cement new concepts. Answer quests, in which studentsmust move from board to board to find the answers to questions, can also help review material.Moving the pieces of the bulletin boards to categorize the information differently, such asmoving the animals in a farm scene into groups according to color or size, can keep the materialfresh. • Creating Bulletin Boards: How interactive bulletin boards work and how to involve students. Site includes examples of interactive bulletin boards with explanations of how to implement them. • Interactive Bulletin Boards : Interactive bulletin board examples and explanations of how students get involved in their creation.Interactive Bulletin Board Ideas • Middle School Math: Bulletin board examples for middle to early high school mathematics, including information on how to create the board and how to use it interactively with students.
  • 10. • K-8 Mathematics: Interactive bulletin board ideas and instructions for kindergarten through eighth grade mathematics.• Kindergarten Bulletin Boards: Interactive bulletin board ideas on a variety of subjects for kindergarten teachers.• Elementary Ideas: Bulletin board ideas to get everyone involved. Suitable for early elementary school.• Elementary Bulletin Boards: Interactive bulletin board ideas for elementary school classrooms. Site also includes math and language arts bulletin board ideas.• Library Bulletin Boards: Bulletin board ideas for library science, many challenge students to read more books.• Reading Bulletin Boards: Interactive ideas to get students more involved in reading. Suitable for later elementary and middle school.• Word Walls: Word walls can be used as bulletin boards. These walls help students learn vocabulary and spelling.• Concept Question Board: This bulletin board challenges students to engage material outside the classroom.• Multiplication Table Bulletin Board: A bulletin board idea to help students learn multiplication tables.• Dinosaur Bulletin Board: An interactive bulletin board about dinosaurs integrated into a multi- day lesson plan about dinosaurs. Suitable for early elementary school students.• Bulletin Board Baseball: Uses a bulletin board decorated as a baseball diamond to help students solve math problems.• Butterfly Bulletin Board: How to create an interactive bulletin board on butterfly anatomy, integrated within a larger lesson plan. Can be adapted for other animals.• Native American Bulletin Board: An interactive bulletin board integrated into a larger lesson on Native Americans.

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