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F-100-AR: Student Assessment


  • F-100
  • B-150 Appeals
  • School Act, Section 197
  • Alberta Education, Student
  • Records Regulation 97/2019
  • Guide to Education, ECS to Grade 12
  • Alberta Education Regulation 80/2019
  • Alberta Education Teaching Quality Standard

  1. Definitions
    1. Assessment – a process of collecting information on student performance that includes a variety of assessment tasks designed to provide information  to monitor and improve student learning.
    2. Diagnostic Assessment – occurs before instruction begins so teachers can determine students’ readiness to learn new knowledge and skills, as well as obtain information about their interests and learning preferences.
    3. Evaluation – a process of making decisions about the quality, value or worth of a response for the purpose of providing descriptive feedback (formative) and/or marks (summative).
    4. Formative Assessment or Assessment for Learning – assessment experiences that result in an ongoing exchange of information between students and teachers regarding student progress toward clearly specified learner outcomes; this information is not used for grading purposes.
    5. Grade or Mark – a letter, number or performance reported at the end of a period of time as a summary statement of student performance based on a variety of summative assessments.
    6. Summative Assessment or Assessment of Learning – assessment experiences designed to collect information about student learning in order to make judgments about student performance and achievement at the end of a period of instruction; this information is shared with students, parents/guardians and others who have a right to know.
    7. Demonstration of a Professional Body of Knowledge – applies a current and comprehensive repertoire of effective planning, instruction and assessment practices to meet the learning needs of every student.
  2. Student Assessment in Kindergarten to Grade 12 - Teachers apply current and comprehensive practices and procedures to ensure that assessment, evaluation and reporting are valid and reliable and that they lead to the improvement of learning for all students.
    1. Teachers apply practices and procedures that are fair, transparent and equitable for all students.
      1. Assessment practices and procedures consider the diverse needs of students.
      2. Assessment practices and procedures are communicated at the beginning of courses and other appropriate times during the learning process.
    2. Teachers apply practice and procedures that are carefully planned to align to the curriculum expectations and learning outcomes.
      1. Data gathered from assessment informs practices for high quality teaching and learning.
      2. Teachers plan in order to assess students both formatively and summatively as part of the teaching and learning process.
      3. Teachers develop high quality assessment tasks and tools to yield reliable evidence of student growth and achievement.
    3. Teachers apply practices and procedures that provide students with multiple opportunities to demonstrate their learning.
      1. Assessments are flexible and differentiated to meet student need.
      2. Assessments are varied in type and frequency.
      3. Student demonstration of learning may include observations, discussions, learning conversations, questioning, conferences, demonstrations, projects, portfolios, performances, practices, peer and self-assessments, self-reflections, student writing and tests.
      4. Students are responsible for demonstrating their learning.
    4. Teachers apply practices and procedures that provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement.
      1. Teachers provide students with meaningful feedback in relation to the learning outcomes.
      2. Teachers create opportunities that allow students to engage with feedback to further their learning.
      3. Feedback prepares students for next steps in their learning.
    5. Teachers apply practices and procedures that inform the next steps in the learning process for teachers and students.
      1. Teachers gather information about student learning using a variety of formative assessment strategies and tools, which may include diagnostic assessments.
      2. Teachers analyse and interpret evidence of learning, and use it to adjust teaching and learning opportunities.
    6. Teachers apply practices and procedures that clearly communicate expectations in advance.
      1. Teachers share learning goals, processes and success criteria with students at the beginning of learning.
    7. Teachers apply practices and procedures that communicate and report student learning in an ongoing manner that provides clear information about student growth and achievement.
    8. Teachers employ varied methods of communicating and reporting student learning (conversations, print or digital).
      1. For Kindergarten children, the division Kindergarten Exit Document will be completed at the end of the school year.
      2. For elementary students (grades 1-6) student progress will be reported using the division outcomes-based progress reports.
    9. Determining a grade involves analysis and interpretation of multiple sources of evidence of student learning provided by students.
    10. Student achievement is reported in relation to curricular expectations and learning outcomes or learning goals, as appropriate.
    11. Student effort, work habits attendance and behaviours are reported separately from achievement through parent communications comments and effort codes.
  3. Student Records
    1. Schools are required to respect the confidentiality of student evaluation records and to release them only to those entitled to receive them in accordance with the provisions of the School Act, Students Records.
    2. Schools are required to maintain accurate records pertaining to student evaluation.
    3. Schools are required to store student assessment records in accordance with division policy.
  4. Testing Programs
    1. Schools are required to make provision for the administration of tests and examinations as mandated by Alberta Education and the division.
  5. Appeal Procedures
    1. If a concern with an assessment or grade arises and is unable to be resolved with the teachers, the individual may appeal to the school principal.
    2. The school principal will investigate the course of the concern and render a decision which will be shared with the individual.
    3. The decision of the principal is final.
    4. Each school must make known the  assessment policy, including the appeal process to all stakeholders.