Algoma District School Board Assessment, Evaluation, and Reporting

Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelThe primary purpose of assessment is toimprove student learning. Teachers must useassessment and evaluation strategies that:Principle # 1 – The primary purpose ofassessment is to improve learning for allstudents.Principle # 1 – The primary purpose ofassessment is to improve learning for allstudents.• Ensure that each student is given cleardirections for improvement• The evaluation of learning skills, apartfrom any that may be included withincurriculum expectations, should not beconsidered in the determination ofreporting grades.• Assessment should be criterionreferencedso that students know what isexpected of them.• Student achievement must be assessedseparately from learning skills exceptwhen the learning skills are identified ascurriculum expectations.• Assessment strategies which ensure thateach student is given clear directions forimprovement must be used.• Student achievement must be assessedseparately from learning skills exceptwhen the learning skills are identified ascurriculum expectations.• Promote students’ ability to assess theirown learning and to set specific goals• In order to become lifelong learners,descriptive feedback should be providedso that students know how to improve andhow to self-assess.• Assessment should prepare students to belifelong learners and self-assessors.Information gathered through assessmenthelps teachers to determine students’strengths and weaknesses in theirachievement of curriculum expectations.This information also serves to guideteachers in adapting curriculum andinstructional approaches to students’ needsin assessing the overall effectiveness ofprograms and classroom practices.Principle # 2 – Assessment and evaluationwill involve reflective practice intended toimprove the quality of instruction.• Assessment should be used in a diagnosticand formative manner to improveinstruction and learning.• Assessment and evaluation should be usedto provide information to teachers,students, schools, and the system forplanning, implementing and improvinginstruction, curriculum and educationalprograms.Principle # 2 – Assessment and evaluationwill involve reflective practice intended toimprove the quality of instruction.• Assessment should be used in a diagnosticand formative manner to improveinstruction.• Assessment and evaluation should be usedto provide information to teachers,schools, and the system for planning,implementing and improving instruction,curriculum and educational programs.1

Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAssessment and evaluation will be based onthe provincial curriculum expectations andthe achievement levels outlined in theMinistry Assessment and Evaluationdocument (secondary) and in the curriculumdocuments for each discipline or subjectarea.In all areas of learning, students must beprovided with numerous and variedopportunities to demonstrate the fullextent of their achievement of thecurriculum expectations, across all fourcategories of knowledge and skills.Principle # 3 – Assessment and evaluationmust be based on the Ontario ProvincialCurriculum Expectations, AchievementCharts and Exemplars.• Assessment and evaluation must be basedon the four categories of knowledge andskills (see chart) and on the descriptionsgiven in the achievement chart thatappears in each curriculum document.• Assessment should provide variedopportunities for students to demonstratecompetence in the Ontario CurriculumExpectations; thereby addressingindividual student learning styles.Principle # 3 – Assessment and evaluationmust be based on the Ontario ProvincialCurriculum Expectations, AchievementCharts and Exemplars.• Assessment and evaluation must be basedon the four categories of knowledge andskills and on the descriptions given in theachievement chart that appears in thecurriculum policy document for eachdiscipline.• Assessment should provide opportunitiesto demonstrate competence in the OntarioCurriculum Expectations• Classroom assessment will help preparestudents to be successful on curriculumbased provincial tests.2

Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAssessment and evaluation strategies must:• Be varied in nature, administered over aperiod of time, and designed to provideopportunities for students todemonstrate the full range of theirlearning;• Be appropriate for the learning activitiesused, the purposes of instruction, and theneeds and experiences of students;• Be fair to all students;• Accommodate the needs of exceptionalstudents, consistent with the strategiesoutlined in their Individual Education Plan;• Accommodate the needs of students whoare learning the language of instruction.Principle # 4 – Assessment, evaluation, andgrading must be meaningful, fair, andconsistent. It should measure that which itis intended to measure. Strategies must:• Be varied in nature, be administered overa period of time, and be designed toprovide opportunities for students todemonstrate the full range of theirlearning;• Be appropriate for the learning activitiesused, the purposes of instruction, and theneeds and experiences of the students;• Accommodate the needs of exceptionalstudents, consistent with the strategiesoutlined in their Individual Education Plan;• Reflect Ontario Curriculum Expectations,Achievement Charts, Exemplars andProvincial Policy;• Address the processes and products ofstudent work;• Ensure that procedures used for dealingwith late assignments be fair andconsistent;• Access summative assessment data uponwhich to base report card grades.Principle # 4 – Assessment, evaluation, andgrading must be meaningful, fair,consistent, reliable and valid. Assessmentstrategies must:• Be varied in nature, be administered overa period of time, and be designed toprovide opportunities for students todemonstrate the full range of theirlearning including their improvement;• Be appropriate for the learning activitiesused, the purposes of instruction, and theneeds and experiences of the students;• Accommodate the needs of exceptionalstudents, consistent with the strategiesoutlined in their Individual Education Plan;• Reflect Ontario Curriculum Expectations,Achievement Charts, Exemplars andProvincial Policy;• Address the processes and products ofstudent work;• Ensure that procedures used for dealingwith late assignments be fair andconsistent;• Provide evidence that will be the basis forthe final grade.3

Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAssessment and evaluation strategies mustbe communicated clearly to students andparents at the beginning of the course(term/year) and at other appropriate pointsthroughout the course (term/year).Principle # 5 – Communication to all partiesmust be timely, appropriate and based onthe Ontario Provincial CurriculumExpectations and the Achievement Charts.Communication strategies must:Principle # 5 – Communication to all partiesmust be timely, appropriate and based onthe Ontario Provincial CurriculumExpectations and the Achievement Charts.Communication strategies must:As part of assessment, teachers providestudents with the descriptive feedback thatguides their effort towards improvement.Teachers must use assessment andevaluation strategies that:• Are based both on the categories ofknowledge and skills and on theachievement level descriptions given in theachievement chart in each curriculumdocument;• Ensure that each student is given cleardirection for improvement;• Address both what students learn and howwell they learn;• Include the use of samples of students’work that provide evidence ofachievement.• Provide clear and age-appropriateinformation about assessment strategiesand evaluation to students at the beginningof each unit of learning;• Provide clear and appropriate informationabout assessment strategies andevaluation to parents / guardians at thebeginning of the year and at otherappropriate times throughout the year;• Provide on-going feedback to all parties(students, parents / guardians, teachersand administrators) regarding attainmentof, and progress towards, theexpectations;• Include the use of samples of students’work to provide evidence of theirachievement.• Provide clear information to students andparent/guardians at the beginning of eachcourse and at other appropriate pointsthroughout the course about assessmentstrategies and evaluation;• Provide feedback to all parties (students,parents / guardians, teachers andadministrators) regarding attainment of,and progress towards, the expectations;• Include the use of samples of students’work to provide evidence of theirachievement.4

Algoma District School BoardAssessment, Evaluation, and Reporting: A Comparison of PoliciesMinistry Policy and Guidelines ADSB Elementary Panel ADSB Secondary PanelAll parties must have a clear understandingof the specific roles and responsibilities ofall individuals involved in the assessment andevaluation process (Section 8 of OSS 1999,Program Planning and Assessment, pp. 13-18,Choices Into Action, pp. 26-29, Guide to theProvincial Report Card, and the EducationAct),Teachers must use assessment andevaluation strategies that promote students’ability to assess their own learning and toset specific goals.Principle # 6 Roles in and responsibilitiesfor assessment, evaluation and reportingmust be clearly defined and communicatedto promote understanding by all parties –students, parents/guardians, teachers,administrators, school councils, Board andMinistry.• All parties must have a clearunderstanding of the specific roles andresponsibilities of all individuals involved inthe assessment and evaluation process;• Students, parents, teachers and schooladministrators have significant roles toplay in the assessment and reportingprocess;• All parties must share the responsibilityfor ensuring that assessment andevaluation practices are consistent withthese Principles and Procedures;• Communication must ensure theconfidentiality of individual student datasubject to legal requirements;• Evaluation is the responsibility of theteacher. Students should be givenopportunities to develop skills in goalsetting and self and peer assessment;• Assessment, Evaluation and Reportingpractices must reflect staff collaborationand dialogue regarding consistency andapplication of the Board’s Principles andProcedures.Principle # 6 Roles in and responsibilitiesfor assessment, evaluation and reportingmust be clearly defined and communicatedto promote understanding by all parties –students, parents/guardians, teachers,administrators, school councils, Board andMinistry.• All parties must have a clearunderstanding of the specific roles andresponsibilities of all individuals involved inthe assessment and evaluation process;• Students, parents, teachers and schooladministrators – all have significant rolesto play in the assessment and reportingprocess;• All parties must share the responsibilityfor ensuring that assessment andevaluation practices are consistent withthese Principles and Procedures;• Communication must ensure theconfidentiality of individual student datasubject to legal requirements;• Students should be given opportunities todevelop skills in goal setting and self andpeer assessment, but evaluation is theresponsibility of the teacher;• Assessment, Evaluation and Reportingpractices must reflect staff collaborationand dialogue regarding consistency andapplication of the Board’s Principles andProcedures.5