Contact:
Amy Newman
Research and Evaluation Helping Teacher
Phone: 604-596-7733
Fax: 604-596-7941
Email: newman_a@sd36.bc.ca
The Surrey School District's Policy 8700 (PDF) defines assessment as the systematic process of gathering evidence of what students can do in relation to the broad goals of education or the specific goals of an educational program.
Assessment includes methods developed and administered at the school, district, or provincial level. There are three types of assessment practices used in schools: Assessment OF Learning, Assessment FOR Learning, and Assessment AS Learning.
Assessment OF Learning
Assessment OF Learning measures what learning has taken place at a particular point in time. When students are demonstrating what they know at the end of a unit or a term, or in a more formalized test, this is a summary of their learning at that particular time. The most relevant assessment for classroom practices are those designed to match the classroom curriculum. These assessments are evaluative and are a snapshot of learning at a given point in time.
Examples of Assessment OF Learning are:
Assessment FOR Learning
Assessment FOR Learning measures where a student is prior to instruction. This information informs the teacher's instructional practice to enhance student learning. When teachers assess students in an ongoing manner by employing regular or specifically designed techniques (such as conversations, observations, and collecting products), it is possible to discover what students understand to date and where teachers can take the learning from that point. These assessments are descriptive and give information to teachers about both areas of strength and areas that need further development.
The Surrey School District has several assessment initiatives designed to help teachers with assessment FOR learning. These include:
- Reading Assessment District 39 (RAD36)
- Developing Readers
- Grade 9 Write
- Grade 5 Write
- Early literacy Phonemic Awareness Test Surrey (ELPATS)
- Inner City Network Literacy
Assessment AS Learning
Assessment AS Learning describes how assessment can be understood and internalized by students to think about and refine their learning. When students understand and use criteria independently, they are learning how to think about their own thinking and learning.
These assessments are descriptive and have students using well-developed criteria and descriptions to identify their own areas of strength and those that need further development.
Evaluation is defined as the process of synthesizing and interpreting information in order to judge whether or not an established goal has been reached. With respect to student learning, evaluation is an ongoing process where goals are defined within the curriculum.
Curriculum and Performance Standards
Student performance can be assessed by the use of standards. These standards are realistic expectations of what students need to know and should be able to do as measured by what students of a similar age are capable of doing. Standards are expressed as learning outcomes in the mandated curriculum guides. Letter grades are assigned to students in Grades 4 to 12, and these letter grades reflect levels of performance in relation to the Prescribed Learning Outcomes for each subject or course.
Reporting is defined as the regular communication, both formal and informal, about students' progress. The communication is with the teacher, students, and parent/guardian for the purpose of recognizing and supporting learning. There is a recognized value to include students as part of the reporting process by helping to identify their efforts, accomplishments and their learning needs. This practice enables students to develop responsibility for their learning.
Elementary
In elementary schools, student performance is reported on 5 times per year, using 3 formal reports and 2 informal interim reports. The two interim reports can take many forms: a telephone conversation, a checklist, a student led conference etc., and they are meant to communicate to parents and students their current levels of achievement.
The three formal reports have letter grades for students in grades 4 through 7. The progress of primary students in K-3 is assessed as it pertains to the expected development of students of a similar age. Primary students report cards include information about how the student is performing in relation to the widely held expectations for students of that age. These informal and formal reports are assessment OF learning.
Secondary
Students enrolled in semester courses in secondary school receive 2 report cards with letter grades. Students enrolled in yearlong courses in secondary school receive 4 report cards with letter grades. These formal reports are assessment OF learning.
Last Updated: September 21, 2009 |
