Designing the Classroom Curriculum Designing the Classroom Curriculum | Page 88

Designing the Classroom Curriculum
LMQ8: How will I report student progress?
Reporting
LMQ8 is about informing students and stakeholders about student progress.
LMQ8 is a planning of pro-forma and processes that are used to inform students and stakeholders about
learning progress. Reporting is aligned to the assigned assessment strategies (LMQ7) and as such can be
formative (during teaching but after assessment) or summative (at the end of teaching). The reporting stage
of the LMDP deals primarily with the extent to which learning outcomes (LMQ2) have been achieved and
from which the next phase in the classroom curriculum will develop. This is an opportunity to engage the student
and other members of the teaching team in dialogue about each student’s progress.
This question is also about formally (i.e. mandated system reporting requirements) and informally (i.e.
teacher reports which specifically inform the student about their learning progress at key junctures in the
classroom curriculum) reporting the student’s progress against the yardstick of the planned and agreed
learning outcomes (from LMQ2). Data from LMQ7 strategies informs the compilation of LMQ8
information. A series of principles inform the formal summative aspects of classroom reporting. Table 4.1
provides an outline and we examine the answering of LMQ8 in greater detail in Chapter Nine. Review
Chapters Seven and Eight for formative reporting strategies.
The Steps to Follow
Step 1: Identify who the stakeholders are for reporting.
Step 2: Reflect on the actual learning outcomes (LMQ2) and the context of the classroom
curriculum (LMQ5) and develop a reporting framework that best fits.
Step 3: Identify the evidence (LMQ7) that you will use to strengthen your report.
Step 4: Record strategies --- formative and summative --- using an appropriate documentation
template.
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