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Administrative Procedure

AP-825 — Student Assessment Evaluation and Reporting

Section Eight: Curriculum, Instruction and Assessment
Effective Date: March 13, 2017 Last Reviewed: March 13, 2017

Guidelines

Student assessment and evaluation are integral components of teaching and learning. On-going assessment informs the teacher of the degree of mastery, and gaps in learning, exhibited by students. The evaluation of student achievement provides information to students, parents, and teachers on the level of learning attained. This information can be used by teachers to revise their instruction and make placement decisions. Therefore, continuous attention to gaps in student learning, and evaluation of student growth and achievement, is required of every teacher in every classroom. Ultimately, the purpose of on-going assessment and evaluation is improved student achievement. Regular feedback to students and parents is expected.

Definitions

  1. Learning outcomes: the student learning expectations as defined by the Alberta Education program of studies.

  2. Formative assessment: assessment that is used to monitor student learning to provide ongoing feedback that can be used by teachers to improve their teaching, and by students to improve their learning. Formative assessment provides information about student progress and direction for improvement and/or adjustment to a program for individual students or for a whole class.

  3. Summative assessment: provides information to make judgments about student achievement at the end of a period of instruction and for determining an achievement grade. It is important to understand that the same assessment task could be used as a formative assessment or a summative assessment. The difference is in the use to which it will be put, not in the task itself.

  4. Evidence: tangible evidence of student achievement for evaluation is collected over time from three different sources – observations, conversations, and student products. Using a variety of sources of evidence increases the reliability and validity of the evaluation of student learning.

  5. Evaluation: the use of the evidence collected to guide a teacher's professional judgment to determine the level of mastery, on the basis of established criteria, and assigning a value to represent that quality.

  6. Grade (mark): a summary statement of student achievement relative to curriculum standards. The report card grade represents a student's achievement of overall curriculum expectations, as demonstrated to that point in time.

Procedures

  1. School based decisions about student assessment and reporting shall be guided by the following expectations:

    1.1 All schools employ assessment practices to enhance both teaching and learning.

    1.2 All teachers, under the direction of school administration, shall provide a written description of the learner expectations (curriculum standards), assessment methods, and criteria to students and parents in the first two weeks of each course/program. At grades K-3, schools may choose to share descriptions of learner expectations at parent information conferences during the first month of school.

    1.3 The reporting system of Grasslands Regional Division #6 shall include:

    1.3.1 communication of student learning in relation to curriculum standards (learner outcomes)

    1.3.2 communication of student performance in relation to citizenship and expectations for social responsibility separately on report cards

    1.3.3 multiple opportunities for conferences between students, teachers, and parents

    1.3.4 the provision of regular and timely access to information about student achievement

    1.3.5 common division progress reports (report cards)

  2. Student assessment practices shall be consistent with the following:

    2.1 Assessment is based on the Program of Studies

    2.2 Assessment informs the teaching process

    2.3 Students are actively involved in assessment

    2.4 Summative assessment informs evaluation and reporting

  3. School principals shall prepare in written form, and annually review with staff, the division's philosophy and procedures regarding student assessment, evaluation, and reporting.

    A student's achievement of stated learning (curriculum) outcomes is the only fair basis for grades. The following indicators will be used to ensure fair assessment practice, free from distortion:

  1. Effective grading practices separate effort, participation, attitude, and other behaviors, that may not be curriculum based, from academic achievement
  2. Attendance is reported separately, not as part of a grade.
  3. Learners are supported rather than penalized for late assignments.
  4. Additional work is credited only if it has resulted in a higher level of achievement, not through bonus marks.
  5. Academic dishonesty is dealt with as a discipline issue, and not as part of assessment.
  6. Only individual achievement evidence is used, not group scores.
  7. Punitive grading is not practiced because it does not promote success, does not represent what students have learned, and does not provide incentive to improve learning.
  8. Schools will involve students and parents in developing Pyramids of Intervention to be employed when students are not achieving mastery.
  9. Formative assessment practice informs the teaching process by letting the teacher know what concepts have been learned and which skills require further development before a summative assessment is made. Formative assessment determines readiness for summative assessment.
  10. Only those marks derived from summative assessment should be used to determine grades.
  11. Student learning is enhanced when students are provided the opportunity to have multiple chances at summative assessments and they will therefore be provided.
  12. The most important assessment is classroom based.
  1. The reporting of student achievement shall adhere to the following:

4.1 Regular communication between home and school is based on the ongoing formative assessment of each student's progress.

4.2 Each school shall establish at least four (4) summative reporting periods per school year. A written progress report shall be provided for at least three (3) of these reporting periods or two times per high school semester. Statements of final grades may constitute one written report.

4.3 There will be provision for at least two (2) conferences during each school year and one (1) per high school semester.

  1. The Student Progress Report (report card):

    5.1 shall include the following:

    • School name, address, and phone number
    • School Division logo and motto
    • Statement of school mission
    • Name of the school principal and student's teacher(s)
    • Record of student attendance and punctuality reported separately from achievement
    • Alberta student identification number and legal name of student, or preferred alternative name where both names are recorded in the student information system.
    • Grade or program placement level of student, including an indication where the program has been modified to meet individual needs.
    • Provision for parent and student input and response.
    • Provision for conference request by school, student or parent.
    • Year-end program placement for K-9 students.
    • The grade level(s) the child/student has achieved in relation to the grade levels of the provincial programs of study for language arts and mathematics.
    • Comments communicating student performance in relation to citizenship and social responsibility expectations are encouraged and, if included, must be reported separately from achievement
    • Comments regarding student progress are encouraged for each subject area and could outline student strengths, areas for growth, and strategies for improvement.
    • Identification of the quality of performance in all subject areas compared to provincial curriculum standards and reported by four-point scale, letter grades, or percentages, as per division requirements, accompanied by appropriate written descriptors.
    • A pass/fail standard will be used in place of the above in those subjects where a pass/fail strategy is more appropriate.

    5.2 If a formal IPP has been prepared for a student in one or more subject areas his/her progress shall be reported on the IPP in relation to the IPP goals. Students' progress will be reported to parents at regularly scheduled reporting periods throughout the year. In subject areas where the IPP is not relevant, the report card shall be used to communicate the student's achievement.

    5.3 When the program of studies is used as the basis for IPP planning, the IPP must communicate the student's grade level of achievement.

    5.4 Students with special needs whose entire programs are directed by an IPP shall have their progress reported in an IPP. If student progress is not being measured against grade level curriculum standards, appropriate alternate descriptors may be used to describe student performance.

    5.5 Each student's final grades shall be recorded in the student record (Cumulative folder).

  2. FINAL EXAMINATIONS – Grades 7-12

    Students from Grades 7-12 who are not writing PAT's or Diploma Exams will be required to complete a comprehensive final written or practical exam in all core subjects unless individually exempted by the school principal.

    • Division-wide comprehensive common assessments will be locally developed for those not writing PAT's.
    • Final examinations will account for 20% of the grade in Grades 7-9 and 30% in grades 10-12.
    • Grade 9 PAT's will be used as the final exam, used as 20% in determining grades.
    • The final examination will be congruent with curriculum outlined in the current Program of Studies.
    • For modular courses, the modular exam shall constitute a final exam.
    • The school administration will develop and retain a complete summary of all final standings awarded to students.
    • Copies of final marks in all grade levels and subject areas will be forwarded by feeder schools to the administration of receiving schools within seven (7) days of the release of marks.
    • All final marks awarded to high school students will be forwarded to Alberta Education.
    • Graded final examinations will be stored at the school as follows: for January finals-until the end of February and for June finals-until the end of July unless the mark has been appealed.
    • All teacher mark/grade books or electronic records will be made available to the School Administration no later than the final day of school.

  3. PLACEMENT POLICY – Grades 1-9

    Decisions regarding placement of a student are made by the principal, in consultation with Central Office, the teachers and parents/guardians.

    7.1. When attitude, behavior, and/or attendance are interfering with academic performance, teachers and administrators will involve parents and students in steps to correct the problem(s) Such issues will always be reported separately from achievement.

    7.2 Grade retention will be used only in very rare circumstances; research does not support its effectiveness. Appropriate research-based tools will be used to inform decisions.

REFERENCES:

Legal References: School Act, Sections 18(e), 20(h), 23, 39, 47 and subsequently Education Act Sections 196, 197, 56, 18,

Alberta Regulation #71/99 Student Records

Alberta Regulation #177/2003 Student Evaluation

Alberta Education Policy 2.1.2 Student Evaluation

Alberta Education Policy 1.6.1 Education Placement of Students with Special Needs

Alberta Education Policy 1.6.2 Special Education

Alberta Education Policy 2.1.3 Use and Reporting of Results on Provincial Assessment

Alberta Orders and Directives 4.2.1 Teaching Quality Standards Applicable to the Provision of Basic Education in Alberta