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ORCAS for Narrative Assessment Report Examples 1-3 ©www.RavennaSolutions.com

NARRATIVE ASSESSMENT REPORT WRITING: EXAMPLE 1
Report 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. The
teacher writes a paragraph per subject. Within each paragraph the teacher attempts to paint a
picture of the child through specific observations then makes clear assessment statements backed up
by specific evidence. Skills covered are listed within the narrative rather than in separate skills
checklists.
David is an enthusiastic student whose curiosity shows a true love of learning. He delves deeply
into his school work and projects, such as finding and emailing an expert to use as a source for
his community service report on composting. David is conscientious about completing
assignments on time but would benefit from taking more time to make sure all the components
of assignments are handed in. For example, he frequently needs to be reminded to include the
drafts of his writing assignments in with his final essay. David continues to be reticent at times
about finding playmates at recess or free time. However, once involved with others in activities
he enjoys the social interaction and is seen as a cooperative player by his classmates. We have
been working with David to identify ways in which he can be more proactive initiating playtime
activities, such as finding “partners” to play in some of his favorite activities and being more
confident 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 plot
traits shared among fairy tales from different cultures and did a wonderful job retelling “The
Peach Boy” in his own words. He was an adept participant in our literacy circle discussions and
showed his ability to make predictions about content, and relate aspects of our stories to
personal experiences. One memorable moment occurred when David supplied the voice of the
Dragon in our reading of “The Hidden Castle.” David truly enjoyed this activity and his
enthusiasm was shared by the entire class. This is another example of how his initial reticence
to participate in activities can be overcome once he is engaged in his learning and feels
confident enough to take some risks. David has shown a strong grasp of grammar concepts. He
can 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 assignment
is commendable. For his research project on blue whales David used a variety of different
sources and utilized our library’s multi-media resources well. The fairy tale he created about
the timid troll showed a potent imagination and the story’s characters were well developed. He
used adjectives obtained from a thesaurus to enrich his story. The timid troll’s scary exploration
under the bridge showed an impressive use of suspenseful writing that exemplifies David’s
ability to incorporate high-level skills into his writing. David’s spelling is an area where he is
showing some improvement, though he would benefit from taking more time to proofread and
Comment [O1]: Teacher does a good
job of painting a vivid picture of David as

a learner.
Comment [O2]: Clear assessment
statements are followed by examples.
Comment [O3]: Specific prescriptive
actions are documented.
Comment [O4]: Real-life antidotes
add richness to assessments.
Comment [O5]: Skills list.
Comment [O6]: Again, consistent
pattern of clear assessment statements,
supporting evidence/examples, and
prescriptive actions where necessary.

3
use the dictionary. He has a well-developed vocabulary, and is beginning to use self-correction
strategies with his own writing. David’s cursive skills are solid and he has shown advanced
keyboarding skills.
David has shown a mastery of math concepts covered this semester. He is working toward
proficiency with his math facts (including addition/subtraction patterns, and multiplication up to
10). His unit test average is 94%. David has illustrated the ability to comprehend advanced
math topics that involve reasoning and problem solving skills yet shows inconsistent mastery of
topics involving memorization of facts. David’s lowest test score came from his units conversion
test while his highest came from his word problem test. We have been working on identifying
memorization techniques (through game play, for example) and David is developing an
understanding that knowing math facts provides the foundation for learning more complex
math topics.
In social science David dived into his community project working well with his teammates to
develop a presentation on their local neighborhood. He was a quiet but effective leader in the
group but was also a cooperative team member. In the team’s self assessment of their final
project David said “We did a good job because everyone worked hard.” David’s enthusiasm for
the project motivated the entire group to put in an excellent effort. The mobile David created
for his team’s report was exceptionally creative and informative. He placed himself at the
center as he would place himself in the center of his community. He then hung items on the
mobile that represented the broader communities of which he is apart. In conjunction with the
community project David sharpened his mapping, data gathering, research and verbal
presentation skills. For the science portion of the community project David worked with the
group studying the value of composting. The entire class benefited from the worm bin
information sent to David after he reached out to a local environmentalist through email. This
extra 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 times
he is one to observe first, consider his options, and then dive in with enthusiasm. As a learner
he consistently shows that once engaged he can produce exception quality work and exhibit

advanced critical thinking skills.
Comment [O7]: The teacher’s
language in the math assessment is not
as joyful as that for other subjects.
Perhaps the teacher is less comfortable
with the math subject.
Comment [O8]: Example provides
insight into David’s learning profile in
math.
Comment [O9]: Again, descriptive
words paint a picture of David.
Comment [O10]: Using a student’s
own words can be a valuable technique
in assessments
Comment [O11]: Good example that
shows higher critical thinking skills.
Comment [O12]: Nice “bookending”
of the same example in the beginning
and end of the report.
Comment [O13]: The reader has a
solid understanding of the type of
student David is and his strengths and
weaknesses.

4

Report Format: In this report a student receives a report written by each subject teacher. The
teacher writes a class description that is included for all students in the class followed by individual
narrative comments for each student. The same assessment is given in two examples whose impact
and effectiveness can be compared.

VERSION 1
Class Description
In Pre-algebra this term we covered Variables, Expression, Integers, Factors, Exponents, Rational
Numbers, Probability and Percents. Students are given daily homework assignments Monday through
Wednesday. Some in class time is spent going over homework questions but students are expected to
self-correct their homework assignments and bring up questions for discussion in class time. Every
Thursday students are given time to review for our Friday quiz. For those students who feel they have
mastered 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 could
benefit from slowing down and focusing on making fewer mistakes. Her homework assignments are neat
and she appears to be keeping up with her word (I empower my students to monitor their own homework
success through self scoring and correction). Her quiz average is 92% and she received an 83% on her
semester exam. If Michelle put a little bit more time into review prior to her tests I think she could bring
that grade up! Michelle is a good class participator and it was a pleasure having her in my class!
Grade: B+

VERSION 2
Class Description
Our math program focuses on engaging students in understanding the fundamental concepts of the math
topics first and foremost and then applying those concepts in a variety of different ways including
teacher-directed learning, math projects, cooperative group activities, and reinforcement of skills learned
through 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 are
provided with a Problem of the Week (POW) that challenges them to reach a higher-level understanding
of the math topic covered. Students are assessed through weekly quizzes that measure understanding of
the weekly topic (75%) as well as an end-of-term exam that calls for students to integrate the math topics
learned (25%).
Comments:
Michelle displays a strong number sense and is an active, enthusiastic, participant in our group math
activities. She particularly enjoys our Mental Math showdowns where she gets to work with teammates
Comment [O14]: Classroom schedule
should not be a part of assessment – this
information is needed by student and
family at the start of the term.
Comment [O15]: Teacher assumes
reader knows what a POW is.
Comment [O16]: “Good” and
“Strong” are two words that should be
used sparingly as they frequently provide
little meaning.
Comment [O17]: Is a B+ mastery at
your school? Every schools should have
agreement on the definition.
Comment [O18]: Typo that passes
spell check!
Comment [O19]: Repeat of
information given in class description.
Comment [O20]: Be cautious using
predictive language.
Comment [O21]: Cliché ending
Comment [O22]: Articulation of
curricular program has value if outside
audiences (e.g., other schools) will be
reading reports.
Comment [O23]: Acronym is defined
for reader. Purpose of POW is included.
Comment [O24]: Specific
information on how the assessment is
made and grade is determined is
included.
Comment [O25]: Descriptive
language helps paint a picture of
Michelle as a learner.
Comment [O26]: Example support
statements.

5
to talk through the answers to complex problems. She has had a successful semester keeping up with
homework assignments, and always taking care to show her work in a neat and organized manner. Her
weekly quiz average is 92% indicating a solid mastery of topics; however, her deductions were usually the
result of careless errors that could be reduced if Michelle took the time to recheck her work. On her
semester exam Michelle scored 83%. This is a solid score but Michelle has expressed the desire to
improve her score in the next exam. We have discussed review strategies to try out next semester and
the class will develop a review schedule prior to the exam. I have also encouraged Michelle to attempt
the POW more frequently as that will help her achieve a higher level of mastery of the math skills
covered. Michelle is an energizing participant in our math class and we all value her presence in our class!
Grade: B+
Comment [O27]: Includes Michelle’s
own goal.
Comment [O28]: Specific prescriptive
information to help Michelle meet her
goals
Comment [O29]: Concluding
statement a bit more personalized and is
consistent with statements made in
assessment. This is less cliché then “it
was a pleasure.”

6

Report Format: In this high school English report the teacher presents a thematic portrait of the
student 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 respond
if called upon to do so. She is never late with an assignment, never flustered by a new task, never
distracted 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 to
capture the small moments in her day or the snapshot of a human interaction that lasts no more than a
few seconds. Her attention to detail is precise as is her use of descriptors. She drives each sentence with a
strong verb and avoids over embellishment.
In a recent essay about Sunday dinner at her grandmother’s house, she describes entering the familiar
dining room: “The oval wooden frame of my great-grandparents’ wedding picture gleamed in the
streaming sunlight. They weren’t smiling in the portrait, so unlike my Nanna and Grandpop who both
have the crease lines of constant mirth.” In two sentences she brings us up to date with family history and
her take on the world.
Juliana is an effective analytical writer, as well. She orders her ideas to make the best of evidence and the
standing premise of each paragraph. Her theses are based in evidence and she is direct and succinct as
she draws conclusions.
She has set an interesting goal for herself recently. She writes, “I want my work to be strange and
wonderful and to bring the reader on a powerful journey to the destination I envision.” So, Juliana, you
are on the way to that end, keep up the good work, stay focused on the elements of each phrase,

sentence, and paragraph. The story is in the details, but you already know that.
Comment [O30]: The first paragraph
establishes the student’s learning theme.
The reader can visualize her as an
engaged, yet somewhat passive
observer. Consider what a parent,
teacher, or admission director, learns
about this student from the description
beyond what can be gained from a letter
grade.
Comment [O31]: Generalized
description of strength is followed by
specific skills.
Comment [O32]: Example provides
clear summation of student’s ability
using few words.
Comment [O33]: Personalized
ending provides affirmation of student’
own goals

Bulletin board
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For 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.

Cork, a common bulletin board material

A bulletin board (pinboard, pin board, noticeboard, or notice board in British English) is a
surface intended for the posting of public messages, for example, to advertise items wanted or
for sale, announce events, or provide information. Bulletin boards are often made of a material
such as cork to facilitate addition and removal of messages, or they can be placed on computer
networks 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 groups
and extracurricular groups and anything from local shops to official notices. Dormitory corridors,
well-trafficked hallways, lobbies, and freestanding kiosks often have cork boards attached to
facilitate the posting of notices. At some universities, lampposts, bollards, trees, and walls often
become impromptu posting sites in areas where official boards are sparse in number.

Internet forums are becoming a global replacement for traditional bulletin boards. Online bulletin
boards are sometimes referred to as message boards. The terms bulletin board, message board
and even Internet forum are interchangeable, although often one bulletin board or message board
can contain a number of Internet forums or discussion groups. An online board can serve the
same purpose as a physical bulletin board.

Magnet boards, or magnetic bulletin boards, are a popular substitute for cork boards because they
lack the problem of board deterioration from the insertion and removal of pins over time.

Creating Interactive Bulletin Board Displays
with Students
In addition to adding color to a classroom, defining classroom goals and policies, and
showcasing student work, bulletin boards can be interactive teaching tools. Bulletin boards can
be “another teacher” in your classroom. Bulletin boards that change periodically to reflect new
lessons help visual learners better understand new material, reinforce new words and concepts,
and challenge students to participate in new ways.

Using Bulletin Boards to Teach

Bulletin boards can be education tools as well as colorful decorations. Teachers can use bulletin
boards to teach math, language arts, geography, and other disciplines. Bulletin boards can
introduce new topics and generate student interest. A bulletin board with dinosaur bones, for
example, can introduce a unit on dinosaurs. Students assemble the bones into the skeleton of a
dinosaur, either on their own or step-by-step, adding a bone as they complete another activity so
that the skeleton emerges piece by piece. A math bulletin board might give the answer to a
problem 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 using
the boards and movable parts affixed to them and students can move from board to board during
free or quiet time to complete the activity. Students can add their own literary compositions to
blank bulletin boards or respond to prompts given by the teacher. Students can also voice their
opinions on bulletin boards, voting on favorite books and recommending reading material to
others.

Bulletin boards used as word walls can be powerful vocabulary-building tools. As students are
exposed to new vocabulary, key vocabulary words are added gradually to the wall. Teachers
facilitate review activities to practice the new words. Activities that allow students to interact
with the word wall, such as those that involve moving the words to different categories or
locations 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 Boards

Bulletin boards that challenge students to interact with them can engage them in the learning
process more effectively than static display bulletin boards. Static bulletin boards can become
simply part of the classroom décor after a few weeks, while interactive bulletin boards that
change according to topical lesson plans can hold student interest and help different kinds of
learners assimilate the new material in their own way and at their own pace. By allowing
students to help create bulletin boards and to interact with them, students take ownership of the
classroom and of their own learning experience. Students are challenged to be active learners and
to actively seek out new information, to create new artwork, or to achieve higher grades that will
be 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 a
certain color, and post them to the board. The teacher can then prompt students to rearrange the
material according to new categories. For example, items that begin with the letter “D” can then
be rearranged by categories such as “animals”, “things”, and “people”. Bulletin boards can be

self-quizzes that students help create. Students can be the “experts” on part of a topic or book
and create questions or clues that are posted on the bulletin board. After providing time for
students to research the answers, the original posters place their answers underneath the
questions. 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 Students

Students 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 project
and piecing them together to form a completed whole. Students can work together to make a map
of a region under study, filling in mountains, rivers, cities, indigenous groups, and other features
as they are discussed in class. Students can work together to create great works of art
by painting, drawing, or making a collage of a section of a famous work of art that will then be
pieced together with other student works to create the larger finished masterpiece. Building a
castle or house, a nature or farm scene, or “building” an animal lets students take the lead in
learning about a new topic and giving them a finished product to display, which helps them take
ownership of their learning experience.

Students can also provide the content of bulletin boards. Reader’s choice bulletin boards allow
students to recommend favorite books and voting bulletin boards let students voice their opinions
on books, movies, or artwork. Students write and post questions about their reading material or
the 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. Simple
review activities led by the teacher, such as question and answer games, can keep student
attention focused on the board and help cement new concepts. Answer quests, in which students
must 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 as
moving the animals in a farm scene into groups according to color or size, can keep the material
fresh.

• 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.

• 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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