A new way of tracking classroom performance has been implemented at Melton Secondary College for the first time.
This year a points system has been introduced to track student improvement and to show students that expectations aren’t the end goal, but the first step.
Students are now graded at the end of each class on a scaling system from zero to four; the latter end of the scale being not meeting expectations (zero) through to excellence (four).
What’s on these progress reports?
The new rubric consists of three categories; workbook, self-reflection and responding to feedback, and leadership of self and others.
Rubrics have always consisted of four criteria, but in previous years, if you were on time to class you were maxing out the rubric.
If you were doing your work, you were also maxing out the rubric.
Students receive a progress report after each class, and for students that have six subjects per day, they’ll be given six reports when school finishes.
Said reports outline what the student is doing in the classroom to support their learning alongside their study plan.
And if work isn’t being done, there’s Catch Up Week and Redemption Day.
Catch Up Week is to give students the opportunity to finish the tasks that haven’t been completed.
Redemption Day is a final day of support for the tasks that couldn’t be completed during catch up.
The new rubric also gives teachers an opportunity to conference with students to find out what support they need outside of things being taught in class.
Progress reports in action
Senior School Principal Danielle Gibson said the transition to the new rubric came as a bit of a shock for some students.
“These incredible kids doing all the right things that they’ve always done saw their progress report results go from a four to a one, or a point five, and that felt really jarring.”
“So, we had to really talk to the kids about why that was the case and what the purpose was,” she said.
“The uniform is the best we’ve ever seen it; students are in blazers, they’re wearing their uniforms proudly and we all know who each other are.”
“Our classrooms have become a lot more orderly and focused because there’s routine; the kids know where they need to be, what they need to complete their school work and are dressed appropriately ready to learn,” Ms Gibson said.
The new rubric has also been influential in challenging students to think about their learning in different ways.
Ms Gibson said kids are taking a more hands-on approach to self-improvement.
“Students are seeing what’s on the rubric and are aiming for the next level instead of saying ‘I’m doing my work and I’m at school, isn’t that good enough?’
“We know effort is a really important part of learning, but just because you do something doesn’t mean you do it really well.”
What are the kids saying?
Two year eight students and two year twelve students agreed with Ms Gibson that they initially thought the change was jarring.
They have since noticed the benefits of the new grading system.
“At first, I wasn’t happy with the changes because it meant I was going to have to put in extra work,” Olivia (year 12) said.
“But when my parents saw it and started to ask me why I wasn’t doing as well as I was last year, I had to explain that I’m at the same level [but it’s a new grading system]. It made me realise I should be pushing harder and I’d see it reflect in my grades.”
Alexandria, also in year 12, had a similar opinion.
“In last year’s progress report, the average [I’d get] would be between two and four, but with the [new] rubric being a lot harsher [on expectations] I think I got around one point something.”
“Seeing that number decrease so dramatically made me realise I need to start working harder,” Alexandria continued.
“It was a wakeup call, but also motivation to actually do my work and work harder at the things I do in class.”
Angeline, year eight, said the rubric initially sparked anger.
“I didn’t want to push myself, but then I started to read it and teachers started to explain it in class and I soon realised I need to focus on my work and raise my expectation to excellence.”
What now?
Ms Gibson said Melton Secondary College hope the new rubric will help students identify the skills they need for life outside of school.
“We can only know what excellence looks like when we talk about it, see it, hear about it.”
“I think about this in year 12 classrooms sometimes; if you have students in that classroom working towards A plusses, the other students get to see what that looks like,” Ms Gibson said.
“Students in vocational major classes that are doing their VET courses and have apprenticeships and job placements can identify what needs to be done to be ready for a full-time job.”
“Expectations are something that are the same for everybody, but excellence and what student’s perspective of what excellence looks like is going to be different for each individual, because the goals they have for school and after school are going to be different,” Ms Gibson said.
And the students agree.
Year 12 student Olivia said she already had a job and the rubric has been a great comparison to the work force.
“It changes your mindset to put in more effort than what you are expected to.”
“You might be expected to do your set jobs, but if you go out of your way to get more done you start to get recognised and start to move to the next level,” she said.
Ms Gibson said the rubric is about describing really strong learning behaviours and allowing students to implement them on their own terms.
“Our job as teachers and the school, as parents and as carers, is to support our children to start to build these skills.”
“I really encourage the parents to have a look at the rubric and see the descriptions and think about how they can support their learning from home to move to the next level,” she said.