Assessment and Evaluation

Assessment is the process of gathering information from a variety of sources to accurately reflect how well a student is achieving the curriculum expectation in a subject or course. In the classroom, there are three types of assessment:

Assessment as learning - students are actively engaged in this assessment process—that is, they monitor their own learning, use assessment feedback from teacher, self and peers to determine next steps, and set individual learning goals.
Assessment for learning - the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately.
Assessment of learning - the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. Learning is summarized in the form of a level, grade and/or percentage mark to be communicated to parents in a formal way on the report card.

Levels of Achievement

Here are the different levels of achievement included on report cards:

Level 4

Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.

Level 3

Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Students achieving at level 3 can be confident of being prepared for work in subsequent grades/courses.

Level 2

Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.

Level 1

Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.