Assessment

Assessment involves the wide variety of methods or tools that educators use to identify student learning needs, measure competency acquisition, and evaluate students’ progress toward meeting provincial learning standards. Click on your grade groupings below to find more information to support your assessment of your students.

BC Curriculum Overview

At the heart of British Columbia’s redesigned curriculum are the Core Competencies, essential learning and literacy and numeracy foundations. All three features contribute to deeper learning.

Core competencies

Core Competencies underpin the curricular competencies in all areas of learning. They are directly related to the educated citizen and as such are what we value for all students in the system.

Review the Core Competencies, including profiles and illustrations

Essential learning

The curriculum for each subject area includes the essential learning for students, which represent society’s aspirations for B.C’s educated citizen. The redesigned curriculum develops around key content, concepts, skills and big ideas that foster the higher-order thinking demanded in today’s world.

Literacy and numeracy foundations

Literacy is the ability to understand, critically analyze, and create a variety of forms of communication, including oral, written, visual, digital, and multimedia, in order to accomplish one’s goals.

Numeracy is the ability to understand and apply mathematical concepts, processes, and skills to solve problems in a variety of contexts.

Literacy and numeracy are fundamental to all learning. While they are commonly associated with language learning and mathematics, literacy and numeracy are applied in all areas of learning.

Curriculum Model

All areas of learning are based on a “Know-Do-Understand” model to support a concept-based competency-driven approach to learning.

**All from BC Ministry of Education Curriculum Overview

core competencies

The Core Competencies in the new BC curriculum are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep and life-long learning. The three Core Competencies are: Communication, Thinking, and Personal and Social. Core Competencies are evident in every area of learning, however they manifest themselves uniquely in each discipline. Students practice these competencies daily as they are an integral part of the learning in all curriculum areas.

Communication: The set of abilities that students use to impart and exchange information, experiences, and ideas. It is how they explore the world around them, in addition to understanding and effectively engaging in the use of digital media.

Thinking (creative and critical): The knowledge, skills, and processes associated with intellectual development. It is through their competency as thinkers that students take subject-specific concepts and content, and transform them into a new understanding. Thinking competence includes specific thinking skills, as well as habits of mind, and meta-cognitive awareness.

Personal and Social: The set of abilities that relate to students’ identity in their work, both as individuals as well as members of their community, and society. Personal and social competency encompasses the abilities students need to thrive as individuals, to understand and care about themselves and others, and to find and achieve their purpose in the world.

Core Competency Reflection Templates - Coming Soon

District Assessments

Why do Teachers use assessments?

Understanding Student Skills: Assessments help teachers figure out what students know and what they still need to learn. This is important because every student has different experiences and knowledge levels.
Tracking Progress: Assessments show teachers how well students are doing over time. Teachers can see who needs more help and who is ready to learn new things.
Planning Lessons: By regularly assessing students, teachers can make smart choices about what to teach next. They can tailor their lessons to fit the needs of each student.

Kindergarten District Assessment - Final.pdf

Kindergarten Literacy Assessment

Grade 2 District Literacy Assessment FINAL June 24 (002).pdf

Grade 2 Literacy Assessment

First Peoples Principle of Learning

The Principles are as follows:

Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors.
Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place).
Learning involves recognizing the consequences of one‘s actions.
Learning involves generational roles and responsibilities.
Learning recognizes the role of Indigenous knowledge.
Learning is embedded in memory, history, and story.
Learning involves patience and time.
Learning requires exploration of one‘s identity.
Learning involves recognizing that some knowledge is sacred and only shared with permission and/or in certain situations.

They represent an attempt to identify common elements in the varied teaching and learning approaches that prevail within particular First Nations societies. It must be recognized that they do not capture the full reality of the approach used in any single First Peoples’ society.

assessment tools

Seesaw offers a suite of tools, resources, and curriculum with interactive lessons, digital portfolios, and two-way communication features that provide continuous visibility into the student’s learning journey to support and celebrate their learning. We use it at NIDES for as our student e-portfolio platform.

We use Brightspace as our Learning Management System (LMS) where our course offerings are housed.

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