Elementary Assessment. Assessment, Evaluation and Report in Elementary School. Student Assessment. Assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum expectation in a subject or course. In the classroom, there are three types of assessment: Assessment as learning - students are actively engaged in this assessment process—that is, they monitor their own learning, use assessment feedback from teacher, self and peers to determine next steps, and set individual learning goals. Assessment for learning - the ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there.
Assessment, Evaluation and Reporting Handbook 2013 Edition Grades 9 to 12 Learning Services: School Effectiveness & Assessment.
Peel’s Teachers will obtain assessment information through a variety of means, which may include formal and informal observations, discussions, learning conversations, questioning, conferences, homework, tasks done in groups, demonstrations, projects, portfolios. Assessment, Evaluation and Reporting Handbook: A Guide for Secondary School Teachers and Administrators. Peel District School Board, 2005. EQUITY AND INCLUSIVE EDUCATION. The Peel District School Board is committed to providing and maintaining safe and healthy environments conducive to learning and working for all. The Board recognizes that encouraging. assessment, evaluation and reporting as articulated in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Covering. Assessment, evaluation & reporting elementary handbook grade 1 to grade 8 revised september 2010 peterborough victoria northumberland & clarington. Assessment and Evaluation in Kindergarten. The Kindergarten Years Assessment Practices Handbook ‘The Kindergarten Years – Summary of Progress’ Writing ‘The Kindergarten Years - Summary of Progress’ Writing clear and understandable comments Students Who Move Schools Printing ‘The. Provide a verbal explanation of the kindergarten assessment and reporting process to every parent who has not previously received an explanation.
The information gathered is used by teachers to provide feedback and to differentiate instruction appropriately. Assessment of learning - the process of collecting and interpreting evidence for the purpose of summarizing learning at a given point in time, to make judgments about the quality of student learning on the basis of established criteria, and to assign a value to represent that quality. The information gathered may be used to communicate the student’s achievement to parents, other teachers, students themselves, and others. Learning is summarized in the form of a level, grade and/or percentage mark to be communicated to parents in a formal way on the report card. Learning Skills and Work Habits. Learning Skills and Work Habits allow students to know how to learn more effectively, develop their potential as independent learners and take ownership over their own learning.
GROWING SUCCESS assessment, evaluation, and reporting in Ontario schools The Ministry of Education’s assessment, evaluation, and reporting policy has evolved significantly over. To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • are fair, transparent.
Learning skills and work habits help students to prepare for learning and working in the 2. Century. While strong Learning Skills and Work Habits do contribute to a student’s ability to be successful at school, they are evaluated separately from student achievement of course expectations.
Learning Skills and Work Habits. Sample Behaviours. Responsibility. The student: fulfils responsibilities and commitments within the learning environment completes and submits class work, homework, and assignments according to agreed- upon timelines takes responsibility for and manages own behaviour Organization. The student: devises and follows a plan and process for completing work and tasks establishes priorities and manages time to complete tasks and achieve goals identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks Independent Work. The student: independently monitors, assesses, and revises plans to complete tasks and meet goals/li> uses class time appropriately to complete tasks follows instructions with minimal supervision Collaboration.
The student: accepts various roles and an equitable share of work in a group; responds positively to the ideas, opinions, values, and traditions of others builds healthy peer- to- peer relationships through personal and media- assisted interactions works with others to resolve conflicts and build consensus to achieve group goals shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions Initiative. The student: looks for and acts on new ideas and opportunities for learning demonstrates the capacity for innovation and a willingness to take risks demonstrates curiosity and interest in learning approaches new tasks with a positive attitude recognizes and advocates appropriately for the rights of self and others Self- regulation. The student: sets own individual goals and monitors progress towards achieving them seeks clarification or assistance when needed assesses and reflects critically on own strengths, needs, and interests identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals perseveres and makes an effort when responding to challenges How will my child be evaluated? Evaluation is a judgment made about the assessments of student learning, based on established and shared success criteria. Teachers gather evidence of student learning taken from observations, conversations and student products (such as reports, projects, tests, exams and assignments) over time and use this evidence along with professional judgment to determine students’ grades. Determining a report card grade involves teacher interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence.
These evaluations form the basis of report card grades or marks, and are made so that progress can be communicated to students and parents. The Ministry of Education’s Growing Success policy also stipulates: How often does reporting take place? The new reporting system is one part of continuous communication that provides students and parents with descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement.
By sending an elementary progress report card home earlier, we provide students, teachers and parents with an opportunity to reflect upon progress to date and discuss plans to ensure future success. Formal reporting to parents occurs regularly throughout the school year. Summary of Progress Reports are issued twice a year to parents of kindergarten students. Grade 1 to 8 students receive one provincial progress report card and two provincial report cards throughout the year.
Students with Individual Education Plans will follow the same formal reporting period. Level*Scale. Percentage. Levels of Achievement. Level 4. 4+ 4 4- 9. Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness.
However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course. Level 3. 3+ 3 3- 7. Level 3 represents the provincial standard for achievement.
The student demonstrates the specified knowledge and skills with considerable effectiveness. Students achieving at level 3 can be confident of being prepared for work in subsequent grades/courses.
Level 2. 2+ 2 2- 6. Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness.
Students performing at this level need to work on identified learning gaps to ensure future success. Level 1. 1+ 1 1- 5. Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course. RIn Grades 1- 8, the code "R" represents achievement that falls below Level 1 and is used in the evaluation and reporting of student achievement. IIn Grades 1- 8, the code "I" may be used to indicate that insufficient evidence is available to determine a letter grade or a percentage mark.