1. Assessment serves three purposes:  assessment FOR, AS, and OF learning.

·   Assessment FOR learning is the ongoing analysis of the student’s learning and is designed to give teachers information to plan, modify, and differentiate teaching

·   Assessment AS learning engages students to become independent and lifelong learners. Teachers teach students to self-assess, peer-assess, and use descriptive feedback

·   Assessment OF learning is the measurement and documentation of achievement for the purpose of reporting. Assessment must be balanced -  including oral, performance, and written tasks and be flexible in order to improve learning for all learners

2. Assessment is an integral part of effective planning, learning and teaching.

·  Assessment goals are consistent with Provincial standards and direction

·  Assessment must allow for ongoing student and teacher reflection that guides learning and teaching

3. Assessment is an ongoing, continuous process.

·   Assessment includes the use of peer-assessment and self-assessment

·    Assessment involves reflection

·    Assessment provides specific and descriptive feedback

·    Instruction is adjusted as a result of assessment information

4.  Assessment involves clear communication of goals, expectations and criteria.

·  Communication occurs between teachers, students, and parents

·  Communication summarizes what students know, can do and understand

·  Feedback must be timely, dynamic, frequent, and meaningful.

5. Assessment involves students to encourage their success and growth.

·  Assessment uses  goal and criteria setting

·  Students are able to describe their learning progress

·  Students can plan the next steps they need to take to improve their learning

6. Assessment respects, reflects, and identifies the varied developmental needs of all learners.

·  Assessment establishes a baseline of prior knowledge

·  Assessment addresses the developmental characteristics of the students and considers their learning styles and intelligences

·  Assessment considers the social, emotional, physical, and intellectual characteristics of the students

· Assessment considers the cultural and linguistic backgrounds of the students

· Assessment recognizes the need for accommodations, adaptations, and modifications

·  Assessment feedback is constructive and the focus must be on the learning rather than the learner

7. Assessment practices must be based on current research into best practices and allows for teacher innovation.

·  The most effective assessment/grading practices provide  accurate, specific  and timely feedback designed to improve student performance

·  Effective assessment practices require ongoing professional development on the part of the teacher

·  Assessment literate teachers require  knowledge and skills to assess for learning

·  Assessment is a critical part of teachers’ reflection and ongoing refinement of practice

·  Action research can have a significant impact on teacher assessment practices and innovation

8. Assessment must be fair and equitable.

·  Assessment is differentiated and therefore provides students with sufficient opportunity to demonstrate knowledge, skills, attitudes, or behaviours

·  Effective assessment ensures the use of grading practices that accurately represent student performance

·  Effective assessment is designed and developed in ways that ensure reliability and validity and minimize distortion and bias