Teachers’ perceptions of the implementation of British Columbia's new reporting order

Assessment practices can impact student success within a classroom. Bob Dylan once said, “the times they are a-changin,” and currently within British Columbia, assessment and reporting practices are changing as the New Reporting Order is being implemented in K-12, with specific assessment changes to K - 9. Teacher perceptions are key to implementing these changes because without teacher buy-in, it is likely that these changes will not make it into classrooms. As such, this study was conducted at a secondary school (grades 9-12) with the question: What do secondary school teachers perceive their readiness to be in relation to the New Reporting Order? The study consisted of a survey with both qualitative and quantitative questions. Descriptive coding was completed along with statistical analysis on the respective kinds of data. Roughly 30% of the school’s teaching staff responded to the survey (N = 24). The following recommendations emerged from the results, in conjunction with literature in relation to policy change: (a) professional development works best with a public sequential plan, (b) clear connections are needed between current practice and practice once the change is implemented, (c) clear outlines of the new philosophy and how it is different from the previous are important, (d) utilize and curate resources, (e) provide additional time to ensure the change is completed effectively, and (f) provide specific individual feedback to all staff involved in the change. Overall a timely, clearly planned and communicated strategy, with robust and effective resources appears to have the best chance of success when implementing a policy change.