Embedded Files
Planning For Assessment and Instruction.pdfPlanning to Support Student Learning.pdf1b. Teacher Support Document.pdfCulminating Assessments - Teacher Support Document
The Culminating Assessments - Teacher Support Document is a guide to support equitable and inclusive assessment design aligned with expected learning outcomes, instructional approaches and individual student learning. Culminating assessments assess students’ understanding and application of the concepts and skills related to the expected learning outcomes for a course. They can take many forms, including, but not limited to, presentations, portfolios, interviews and examinations.
Planning for Final Assessments
Planning for Final Assessments
As per the NS Student Assessment Policy:
Final assessments (grades 9–12 only) are designed to assess students’ understanding and application of the concepts and skills related to the expected learning outcomes for a subject or course. They can take a variety of forms, including presentations, portfolios, projects, and examinations.
If an examination is the chosen format for a final assessment, it must take place during the timeframe specified by EECD or a recognized outside examining agency (e.g., International Baccalaureate [IB] and Advanced Placement [AP]).
In courses that do not have an NSE, teachers determine the final assessment format for the course. They may provide students with alternative options or engage students in proposing options for the final assessment.
In grade 9, a final classroom assessment in a course will account for no more than 10 per cent of a student’s final grade.
In grades 10–12, a final classroom assessment in a course will account for no more than 20 per cent of a student’s final grade, with the exception of IB exams.
Key Ideas Assessment Policy.pdfEffective & Equitable Assessment, Evaluation and Grading - Support Document
Effective & Equitable Assessment, Evaluation and Grading - Support Document
When designing your plan for assessment, it is important to plan for congruence, balance, and responsiveness. Assessments that are not congruent, lack balance, or do not result in opportunities for reflection or future action on the part of the teacher or the student may result in the collection of evidence that is incomplete or inaccurate and this can disadvantage students.
Even with strong assessment practices, effective and equitable evaluation and grading needs to focus on learning. Clear documentation, analysis that focuses on learning and achievement of outcomes rather than compliance or counting points, and the commitment to using professional judgment throughout the assessment, evaluation, and grading process, helps to ensure equity and fairness for all learners.
Page updated
Report abuse