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Current School
Bus Route Information and School Closures
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SECTION
I: INSTRUCTIONAL PROGRAM |
File IH
STUDENT LEARNING ASSESSMENT
The Board of Trustees of the Portage la Prairie School
Division believes that assessing student understanding, development, and
achievement is a key component of the educational process. The goal of
assessment is to promote student learning in a systematic way. It is also an
essential aspect of communication between the Teacher, the student, and the
parent(s)/guardian(s). Accordingly, the Board endorses the following belief
statements.
ASSESSMENT BELIEF STATEMENTS
- 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 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 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 intelligence. |
| 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 is constructive. The focus must be on the learning rather than
the learner. |
7. Assessment practices must be based on current research
into best practices and allow 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 assessment practices and
innovation. |
8. Assessment must be fair and equitable.
| Assessment is differentiated and therefore provides students with sufficient
opportunities to demonstrate knowledge, skills, attitudes and 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. |
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