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Our Core Beliefs/Principles On Assessment
Our Core Beliefs/Principles On Assessment
Assessment supports student agency and is an intrinsic part of the learning process.
Assessment is designed to inform, monitor and enhance student learning and teacher instruction.
Assessment is designed to generate feedback for students to improve their learning.
Assessment is fair, inclusive and supportive of all learners.
Assessment is aligned with standards, competencies and dispositions and their intended learning outcomes.
Assessment is authentic, meaningful, purposeful and relevant.
(Our philosophy of assessment as a school is in line with the latest theory and research)
Core Assessment Expectations for Students:
Core Assessment Expectations for Students:
Assessments are powerful tools for both teachers and students. Our primary goal is to understand how well students grasp the material and identify areas where they can grow. By focusing on student progress and providing targeted support, we can help every student achieve their full potential.
We expect students to embrace the following learning strategies. Those who consistently apply these practices will experience greater academic success.
Students engage in all stages of the assessment process
Students will submit assessments by the due date (even if incomplete)
If an extension is needed, students will write to their teacher before the assessment is due to request additional time
If a student does not understand the assessment expectations they will ask their teacher
Students will check that their work meets academic integrity guidelines
Students may NOT use artificial intelligence (AI) to complete their assessment unless given explicit permission by their teacher
Students cite their sources when using information from other people/ websites to complete their work
Students use the rubric to self assess their own work and set learning targets
Students use feedback given by teachers to improve their learning
Core Assessment Agreements for Teachers*
Core Assessment Agreements for Teachers*
At JIS Middle School, our teachers follow a shared approach to support student learning. Students and parents can expect the following from our educators:
Teachers provide a variety of ways for students to demonstrate learning
Major assessments are announced on google classroom at least one week in advance (smaller assessments may not be announced)
Assessment goals and criteria are made clear to students through rubrics
Grades are awarded for what students can do independently
Frequent feedback is provided to students on their progress
Students are given verbal and/or written feedback within one school week of the assessment due date (students who submit work late may get feedback later than one week).
Students evaluate and reflect on their own learning
Not all assessments are graded
Grades are determined from multiple sources of evidence
Parents are kept informed of student progress throughout the year
*Additional details about assessment agreements can be found in the MS Faculty Handbook
Late work shall be handled as follows:
Late work shall be handled as follows:
Teachers may set due dates and deadlines for all assessed work.
If work is turned in late, the grade will reflect the quality of the work, not the fact the work was late.
Teachers may negotiate alternate due dates for students who require additional time, this is done before the due date.
Parents MUST be informed if a student develops a pattern around late work. (This communication will include e-mails and phone calls in addition to what might be published in the grade book.)
Absences shall be handled as follows:
Absences shall be handled as follows:
Students are not penalized for being absent for an assessment.
Absent students are given opportunities to make up missed assessments (marked work that will be part of student grades) without penalty.
In the event that a student is unable to demonstrate their learning due to frequent absences a grade of Insufficient Evidence (IE) may be given if the teacher does not have adequate evidence to determine a student's level of proficiency. Parents are informed of this in advance of the report card.
Where possible, for students who are absent for an assessment, the teacher will consider the previous body of evidence for reporting purposes.
Updated August 2024
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