IKA: Assessment, Evaluation and Reporting on Student Progress and Achievement

Classification: 
I: Instructional
Code: 
IKA

This document includes policies, objectives and principles for assessing, evaluating, and reporting student progress and achievement in Vancouver schools. It provides an overview of the general values and commitments to guide assessment, evaluation, and reporting practice. 

Overview of Values and Commitments 

Policies 

  • The primary goal of student assessment and evaluation is to provide authentic information to be used in making decisions about students’ educational needs and to improve instruction. 
  • The principal, in consultation with the staff, is responsible for the development of an overall school policy on the assessment, evaluation, and reporting of student achievement.
  • The district is responsible for ensuring that school assessment policies are appropriate for gathering information about students’ achievement and students’ learning needs. 
  • The district is responsible for ensuring that schools report on student progress to parents five times per year as required by the School Act and Ministerial Orders

Objectives 

Student assessment, evaluation, and reporting serve a series of objectives, all of which are intended to make learning and instruction more effective. Among these objectives are the following: 

  • to gather evidence on students’ achievement, and to determine strengths and learning needs, 
  • to help teachers plan instruction and set learning goals according to learners’ educational development, 
  • to provide learners with information on their achievement, 
  • to provide parents with authentic information on student progress, 
  • to foster students’ ability to assess their own learning, 
  • to determine whether professional assessment services are required to increase the accountability of educators and the Board of School Trustees (the “Board”) by providing appropriate school and district achievement information, 
  • to ensure that assessment practices comply with the principles of fair student assessment practices. 

Assessment and Evaluation Principles 

  • Multiple methods should be used to gather assessment information including: observations, performances, test-like activities, and portfolios. 
  • Assessment methods chosen should be appropriate for the stated learning objective. 
  • Assessment methods chosen should be appropriate for students’ developmental backgrounds, including their cultural and linguistic heritage. 
  • The consequences of assessment should be stated so that learners and parents are aware of the decisions that will be made using this information. 
  • The limitations of the chosen assessment method should be stated. 
  • Learners should be informed about the format of assessments: the learning objectives examined, the timing, and the format.  Learners should be informed if a reference set will be used to assess their performance. 
  • Learners should not be penalized for guessing. 
  • Scoring procedures should be made clear to students.  
  • Judging should be based on relevant evidence.
  • Any changes to scoring procedures should be guided by fairness. 
  • Learners should have the option to appeal scoring judgments. 
  • Assessment should be based on student achievement of learning objectives.  Effort and attitude should be reported separately. 
  • Evaluation procedures should be consistent. 

Reporting Principles 

  •  Reporting policy should be written.
  •  Overviews should include the goals of instruction.
  •  Both strengths and weaknesses should be noted.
  •  Conferences should be arranged for parents and students.
  •  Appeals should be guided by written policy.
  •  Access to information should conform to law.
  •  Transferred information should be kept confidential.
  •  Comments made should be clear.
  •  Policies should explain procedures used to generate grades. 

DMT Responsibility: AS-LS

Cross References: 
AD: Educational Philosophy; IA: Instructional Goals; IK: Academic Achievement subcodes
Adopted Date: 
Wednesday January 01, 1997
Revision Date: 
Feb 1984
Sep 1987
Aug 1990
Jul 1996
Jan 1999