The Board is committed to improving student achievement through sound assessment for learning philosophy and practices. We assess, evaluate, and report in a faith-centred environment. Assessment, Evaluation and Reporting is based on the policies and practices outlined in Growing Success.
To learn more about the Assessment for Learning Cycle, please see our interactive infographic.
Assessment serves different purposes at different times: it may be used to find out what students already know and can do, help students to improve their learning, or find out how much they have learned.
|Purpose of Classroom Assessment||Description|
|Assessment for Learning||“…the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there.”|
|Assessment as Learning||“…focuses on the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modelling external, structured opportunities for students to assess themselves.”|
|Assessment of Learning||“…the assessment that becomes public and results in statements or symbols about how well students are learning. It often contributes to pivotal decisions that will affect students’ futures.”|
See Growing Success p.31
Assessment is most effective when it involves self, peer, and teacher assessment. As such, students are given multiple sources of feedback with which to improve their learning. Assessments are balanced, including oral, performance, and written tasks, and are flexible to improve learning for all students. Students must be given a variety of opportunities appropriate to their learning needs to demonstrate what they know and can do. Evidence of student achievement for evaluation is collected over time from three different sources –observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. Performance standards, also known as Achievement Charts, are an essential component of effective assessment. Assignments for evaluation are to be completed, whenever possible, under the supervision of a teacher. Assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark, as opposed to a common group mark. Learn more about our evaluation and reporting standards.
As part of the Board’s commitment to family involvement in education, we ensure parental feedback through parent-teacher or student-led conferences. Conferences are an opportunity to establish better communication between parents, students and teachers.