Assessment is intended to support students鈥 understanding of why, what and how they are learning. Through clear learning intentions, curricular competencies and criteria, students know why and what they are learning. Teachers provide timely descriptive and formative feedback to support learners being able to take next steps and set goals with their learning. Communicating student learning effectively is central to student success. The partnership of student, family, and school creates a bridge of support that helps learners be successful.
鈥淪tay open聽to the possibility that the struggles that you inevitably will have will聽change your perceptions and your beliefs. As one of our wise Indigenous聽network leaders has taught us: 鈥淚f you aren鈥檛 squirming, you aren鈥檛聽濒别补谤苍颈苍驳.鈥
~Halbert and Kaser
Why are we focusing on Assessment?
Formative and summative assessment of learners鈥 progress is central to assessment practices. Communicating student learning includes a wide variety of methods in which teachers and students can share students鈥 learning. This may include timely and specific descriptions of learning through e-portfolios, learning check-ins, summaries, and/or conferences. We are focusing on engaging students in assessment processes, so they are able to communicate what they are learning and why they are learning it, develop their thinking skills, and understand themselves and their place in society.
What learning and actions are we doing?
As a district we are supporting educators鈥 learning and use of formative assessment and communicating student learning practices. We provide Inquiry Grants for schools to engage in inquiry to learn how to further develop support for student learning using formative assessment processes. Examples of our learning and actions are posted annually below:
ELL and Portfolio Assessment
Integrating Student Voice into the Creation of Learning Maps
Learning Maps at McRoberts
How will we know we are making enough of a difference?
Our learning for assessment and communicating student learning process continues to evolve and aligns with the Ministry of Education and Childcare鈥檚 Reporting Policy Framework. Learners who regularly engage in formative assessment practices with their teachers and share their learning with others are engaged with their learning and are becoming more competent at understanding what they are learning and how to improve their learning. As we work with learners to reflect on learning throughout the year, we ask questions and review evidence to gain a sense of learners鈥 progress. As parents and caregivers respond to their children鈥檚 learning, we collect feedback to see if we are making a difference in parents鈥 and caregivers鈥 understanding of their child鈥檚 learning.
Building Proficiency Indicators in ELA 8
Formative Asssement at Cambie
