ASSESSMENT AND REPORTING OF STUDENT LEARNING
The Board believes the primary purpose of assessment is to gather information in order to guide and improve student learning and instruction. The Board believes the primary purpose of reporting is to communicate student achievement to students, parents, and others. This policy shall provide direction to Administrative Procedure 360, Learning Assessment.
- Achievement Level
A student’s demonstration of knowledge, skills, and attitudes relative to grade level learner outcomes.
The process of collecting information on student achievement and performance that includes a variety of assessment tasks designed to monitor and improve student learning.
- Formative Assessment
Assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes. (Also called assessment for learning and diagnostic; refers to information not used for grading purposes).
- Summative Assessment
Assessment experiences designed to collect information about learning to make judgments about student performance and achievement at the end of a period of instruction to be shared with those outside classrooms. (Also called assessment of learning; refers to performance data compiled as a grade).
- Formative Assessment
- Descriptive Feedback
Part of an ongoing, specific, and constructive conversation about learning that relates directly to the learner outcomes.
To make decisions about the quality, value, or worth of a response for the purpose of providing descriptive feedback (formative) and marks (summative).
A letter, number, or comment reported at the end of a period of time as a summary statement of student performance based on a variety of summative assessments. Grades represent teachers’ cumulative judgments about students’ competencies or level of achievement at a specific point in time.
A process to determine a student’s performance level.
- Instructional Support Plan (ISP)
All students with special education needs, from severely disabled to the gifted and talented, require an Instructional Support Plan (ISP). ISPs are a plan of action designed to address the student's special education needs and are based on diagnostic information which provides the basis for intervention strategies.
- Learner Outcomes
What students are expected to learn; the provincially mandated knowledge, skills, and attitudes students are expected to demonstrate as a result of schooling.
- Achievement Level
- Administrative Procedure 360, Learning Assessment shall state expectations for the development and sharing of individual school assessment plans with the school community.
- The school assessment plan shall articulate the school’s performance measures, summative reporting format, philosophy in support of the policy and expectations for communication of student learning to parents/guardians.
- All forms of formative and summative assessment are linked to the learner outcomes in the programs of study and/or an ISP.
- Reliable and valid information is used to provide feedback to students to determine grades and achievement levels.
- A range of bias-free assessments that are respectful of student differences and reflective of a diverse student population shall be employed.
- Student learning will be communicated in both formal and informal ways throughout the school year.
- All decisions regarding grade and/or course placement shall be based on student achievement.
- Students enrolled in a program of studies shall complete assignments in order to demonstrate their learning throughout the term of their course of studies. When assignments are missing or incomplete, communication to students and parents/guardians shall occur.
- Student achievement shall be reported on Board-approved progress report templates.
The Guide to Education requires that student progress be assessed in relation to the outcomes outlined in the programs of study and/or ISP. An individual student’s progress and growth shall be communicated regularly to the student and the student’s parents/guardians throughout the year. This information shall be outlined in the school assessment plan and monitored by the Superintendent to ensure consistency of practice.
|Last reviewed:||Last updated:|
|June 18, 2015||June 18, 2015|
|December 12, 2016|
|February 12, 2018|
|February 19, 2019||March 14, 2019|
|Feb. 11, 2020||Feb. 11, 2020|