IH-P0 - Student Learning Assessment

Preamble

The Board of Trustees of the Prairie Spirit School Division believes that assessing student understanding, development, and achievement is a key component of the educational process.  It is also an essential aspect of communication between the Teacher, the student, and the parent(s)/guardian(s).

It is acknowledged that:

• An ongoing cycle of assessment provides the Teacher, the student, and the parent(s)/guardian(s) with feedback on the learning habits, processes and skills that are developing, as well as periodic information on achievement to date.

• Effective communication and reporting about student learning is a core responsibility of all professional teaching staff.  Information gained through assessment and evaluation guides further planning for the Teacher, the student, and the parent(s)/guardian(s).

• Involving students in the assessment process results in considerable gain in achievement.

• Formative assessment (assessment for and as learning) practices are consistent with Manitoba Education guidelines.

• System-based summative assessment data provides feedback to the schools and to the Division.  It gives decision-making direction regarding professional supports to enhance teaching and learning.

Purposes of Assessment

The fundamental purpose of assessment is to enhance student learning, not simply measure it.  Classroom-based assessment processes build student awareness, promote engagement and increase confidence in learning.

There are four distinct and related purposes of assessment:

• Assessment FOR learning (designed to inform instruction).

• Assessment AS learning (students monitoring their own learning).

• Assessment OF learning (summative in nature and used to confirm what students know and can do).

• Assessment for the identification and programming for students with Special Needs.  (Specialized Assessment as per M.R. 155/05)

Assessment Practices

The Board of Trustees endorses assessment practices that respect:

• Individual learning needs.

• Diverse ways in which students learn.

• Best practices, current research, and curricular outcomes.

• Related Board policies, administrative procedures, and provincial legislation and guidelines.

Communication, Grades and Report Cards

Communication

Assessment, communication, and learning are closely connected.  Where the purpose of assessment is to improve learning, communication must be descriptive.  Feedback must be delivered promptly and frequently during the learning process.  Students need to know what they did well, where they went wrong, and, most importantly, what they need to do differently to improve their performance.  In other words communication related to assessment for learning and as learning must be responsive and dynamic.

If, on the other hand, the purpose of the assessment is to inform students and their parent(s)/guardian(s) about how well they have achieved a certain learning target, then a symbol (letter or number) may be appropriate (assessment of learning).

Grades and Report Cards

Grades and Report Cards remain an important part of the communication system.  They must be accurate, meaningful, consistent, and supportive of learning, and developed under recognized guidelines for Grading and Report Cards.  (See IH-P, IHB)

Grading and Reporting - Provincial Requirements

The schools will follow provincial reporting requirements as indicated below.  From Kindergarten to Grade 12, report cards must reflect diverse learning experiences and a variety of assessment and evaluation methods.

Kindergarten to Grade 8

Schools will use the Prairie Spirit Kindergarten Report Card, the Provincial Report Card for Grades 1 - 6, and the Provincial Report Card for Grades 7 - 8. They will follow Manitoba Education and Advanced Learning guidelines for completion of the Provincial Report Cards. Schools will send progress reports to provide information appropriate to the stages of the yearly reporting cycle.  Summative indicators will report progress and achievement related to learning goals and outcomes.

K - Grade 6 reporting practice will reflect an anecdotal approach representing qualitative assessment data and professional judgment by the Teacher. A numerical scale will be used on the Provincial Report Card to indicate academic achievement in subject categories.  There will not be overall subject grades.

Grade 7 - 8 reporting formats will reflect the changing practice related to formative assessment.  A numerical scale will be used on the Provincial Report Card for subject categories, along with an overall subject grade reported as a percentage. 

Provincial Assessment Programs will be administered in:

Grade 3 Assessment (Reading, Lecture and Numeracy) and Grade 4 (French Immersion Lecture)

• Classroom-based assessment of students early in the school year in competencies in reading and numeracy.

• Schools compile and submit school-level results to the Division Office when the assessment is completed.

• Results used to communicate to parents and to support instruction at the student, classroom, school and school division levels.

Middle Years Assessment in Grade 7 (Math and Student Engagement) and Grade 8 (Reading Comprehension and Expository Writing).

Classroom-based, formative (assessment for and as learning) assessment of students in student engagement, number skills, number sense, expository writing and reading comprehension.

• Assessment (for, as) process used to engage student in their learning.

• Summative results as of the last two weeks of January, based on the highest level of achievement.

• The results are used to communicate to the student and parents/guardians and support learning.

• Reports are forwarded to Manitoba Education and Advanced Learning with copies to the School Division.

Grades 9 to 12

Provincial requirements for reporting on student progress and achievement from Grade 9 to 12 are summarized as follows:

• Schools will use the Provincial Report Card for Grades 9 - 12. They will follow Manitoba Education and Advanced Learning guidelines for completion of the Provincial Report Cards.

• Final marks (at the end of the year or semester) on report cards must be stated as percentages in all subject areas in each grade.

• Provincial standards tests will be administered in accordance to provincial requirements.  Standards tests are marked locally by a divisional teaching team, as determined by division office in consultation with the schools.  They follow marking guidelines and training offered by the Department; as well as protocols outlined in the most current Prairie Spirit School Division Protocol Manual – Grade Twelve Standards Tests.

• The Grade 12 standards tests count for 30% of the student’s final grade (with the exception of Math Essentials, which has a standards test valued at 20%) and are reported using a percentage score.

• Individual student results on provincial standards tests are to be reported separately from term marks when showing final grades on report cards and in school files.

• Final marks are stated as percentages.  The marks should be supplemented by additional reporting information, including Teachers’ anecdotal comments on achievement, and behaviour, work habits, citizenship, and so on.

• Reporting on Student Progress and Achievement:  A Policy Handbook for Teachers, Administrators and Parents (1997)

• Rethinking Classroom Assessment With Purpose in Mind (2006) – Manitoba Education, Citizenship & Youth

• Communicating Student Learning – Guidelines for Schools (2007) – Manitoba Education, Citizenship & Youth