Communicating Student Learning is an integral aspect of our students' learning. Teachers provide regular feedback to students, and will communicate at regular intervals with families about their children's progress.
COMMUNICATING STUDENT LEARNING FRAMEWORK
Assessment & Evaluation
As learning is an individual journey, assessment and evaluation is cumulative. The emphasis is on supporting students to achieve competency.
The purpose of assessment is to facilitate learning and move it forward in an equitable and inclusive way. It helps students answer three questions about their learning:
Where am I now? Where am I going? How do I get there?
For communicating student learning purposes, the assessment & evaluation scheme is as follows for grades 8 and 9:
BEGINNING
(EMERGING) | DEVELOPING | APPLYING
(PROFICIENT) | EXTENDING |
The student demonstrates an
initial understanding of the
concepts and competencies
relevant to the expected
learning. | The student demonstrates
a partial understanding
of the concepts and competencies relevant
to the expected learning.
| The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.
| The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.
|
IN PROGRESS OR INCOMPLETE: The student, for a variety of reasons, has insufficient evidence to determine a level of understanding of the concepts and competencies to the expected learning.
The assessment & evaluation scheme is as follows for grades 10 through 12:
BEGINNING
(EMERGING) | DEVELOPING | APPLYING
(PROFICIENT) | EXTENDING |
| The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning. | The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.
|
| C- | C/C+ | B/A | A |
| 50 55 59 | 64 68 73 | 77 82 86 | 91 95 100 |
IN PROGRESS OR INCOMPLETE: The student, for a variety of reasons, has insufficient evidence to determine a level of understanding of the concepts and competencies to the expected learning.
WORK HABITS FRAMEWORK
Work habits are an assessment of a student's performance as it relates to the work within and for the class. While work habits can strongly correlate to a student's success in demonstrating their learning, the assessment of Work Habits is an independent from Assessment of Learning or vice versa.
EXCELLENT (E)
| Responsibility | - Demonstrates an industrious work ethic.
- Ready to work and learn. |
| Cooperation | - A class leader exemplified by a high degree of positive and
meaningful participation initiated by the student.
|
| Independence | - A keen and enthusiastic learner actively seeking out personal
growth and learning opportunities. |
GOOD (G)
| Responsibility | - All assignments turned in
- Ready to work and learn |
| Cooperation | - Works well with other students and teachers.
- Participates in class in a meaningful way |
| Independence | - A self-directed learner, takes appropriate initiative and
responsibility for learning. |
SATISFACTORY (S)
| Responsibility | - Most assignments turned in.
- Usually ready to work and learn |
| Cooperation | - Usually works well with other students and teachers. |
| Independence | - Often requires direction. |
NEEDS IMPROVEMENT (N)
| Responsibility | - Most assignments missing.
- Frequently not ready to work and learn. |
| Cooperation | - Does not work well with other students or teachers. |
| Independence | - Needs one-on-one attention most of the time. |
