A variety of relevant and meaningful assessment data is used by students and educators to continuously monitor learning, to inform instruction and to determine next steps
At the school:
Student profiles, learning portfolios of student work, IEPs and assessment data are shared among educators in a confidential manner as students’ progress from Kindergarten to Grade 12 and/or between schools.
Collaborative processes are in place to guide problem-solving and decision-making in relation to prevention and interventions that may be required where data indicate students are not demonstrating the intended learning expectations.
Student achievement data are collected (e.g., through observation, work samples, conversations, assessment tasks) and disaggregated at critical checkpoints in the learning each term/semester/year to monitor progress toward school targets and in order to determine next steps to assure continuous improvement in student achievement.
Student assessments and achievement data inform the focus of professional learning and provide insight to its impact on student learning.
Collaborative development of assessment tasks, tools (e.g. rubrics) and practices supports consistency of practice in and between grades, divisions, departments and courses.
In the classroom:
A variety of assessment strategies and tools that meet the needs of all students are used to improve learning and inform instructional decisions (e.g., observations, demonstrations and presentations, projects, work samples, conversations, portfolios of student work).
Student achievement information is collected through common assessment tools identified by the district and/or school, analyzed and shared as part of the assessment for learning process.
Instructional decisions are made and actions taken in response to students’ demonstrations of learning.
Use assessment data to refine their work, plan next steps and monitor their own progress.
Provide explicit feedback about their engagement and learning to educators.