Assessment Definitions

The comprehensive list of definitions related to Assessment can be found in our Assessment Principles and Practices. This is embedded below:

There are two broad categories of assessment types: formative and summative.

Formative Assessments (or practice assessments with feedback)

These are non-evaluative (they do not contribute to final semester grades). Their primary purpose is to provide feedback to students and teachers on current understanding/skills so that improvements can be planned. Formative assessments can range from teacher-student (individual) dialogue to written practice and observed skill rehearsals. 

Summative Assessments (Unit tests, exams, performance assessments)

These occur at the end of a sequence of learning (example; at the end of unit). They are evaluative and contribute to students grades at the end of each semester. More recent and consistent assessment evidence is used to determine semester grades, so summative assessments from earlier in the semester, on the same learning goals, will be less significant than later assessments.

A further breakdown of assessment types is as follows:

Pre-Assessment (Formative) 

Diagnostic - designed to determine a student's attitude, skills or knowledge in order to identify student needs and readiness to learn. Assessment which takes place prior to learning e.g. Skills Check, Misconception check (true/false), Mind mapping (graphic organizer).

Assessment for Learning (Formative) 

Frequent, ongoing [during learning] assessment -designed to provide direction for improvement and/or adjustment to teaching and learning for individual students or for a whole class. 

Checkpoints for monitoring student progress and as a foundation for FEEDBACK. e.g. observation, quizzes, homework, instructional questions, initial drafts/attempts. 

Assessment as Learning (Formative) 

Self-monitoring and self-correction or adjustment –designed to establish students’ roles and responsibilities in relation to their learning and assessment. Inform future learning goals. It engages students in self- and peer-assessment and promotes students’ confidence and self-esteem through an understanding of how they learn. Before, during and at the end of learning e.g. Checklists, self-assessment against continuums of learning, tracking and graphing own progress 

Assessment of Learning (Summative)

Evaluation designed to provide evidence to be used in making professional ‘on-balance’ judgment about a student’s achievement at the end of a sequence of learning. Judgments about placement, promotion, credentials e.g. final drafts, tests, exams, assignments, projects, performances 

F vs NG

An F would be given if a student has been assessed and is judged to be below the minimum criteria for that course. F places a 0 into the GPA calculation on the transcript. No course credit is awarded.

An NG (No Grade) would be given on semester reports if there is no, or not enough, assessment evidence to base a grade on. This may be used for students arriving late in a semester or for prolonged illness. NG has no effect on GPA. No course credit is awarded.

Accommodations, modifications and grading

Students with diagnosed learning difficulties receive varying levels of accommodations during assessments according to their Individual Learning Plan or Student Accommodations Plan.  Accommodations may include 25% extra time, use of a non-networked computer, separate venue, etc.

Students having the above accommodations are eligible to receive the full range of grades available for the assignment.

If a student receives individual support beyond those mentioned above during assessments* (these may include multiple re-drafting following detailed comments/guidance, academic re-interpretation of questions asked, prompting/re-direction of responses, modification of material or grading criteria), then the assessor has to be mindful of this level of support, and may limit the range of grades available or modify** the assessment requirements (see below). The extra support is to provide an enhanced level of access to the student so they can achieve at some level on that assessment, when, without the support, they may have very limited access. 

*Assessments are generally more accurate if they occur in class, under the teacher's supervision. Assessments done out-of-class are subject to an unknown level of guidance, making them less valid regarding the assessment of the individual's knowledge, understanding, and skills.

**In some cases, it may be necessary to provide a modified curriculum and assessment model for a student with particular diagnosed learning difficulties. Learning Support would work closely with the student and teacher to develop specific modifications, which would be indicated on reports and transcripts.