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LDSB |
Secondary Evaluation and Reporting Procedures
7
3
Evaluation and Reporting Procedures
3.1 Introduction
Evaluation is a measurement of student achievement at a moment in time. In order to support student
learning, it is critical that assessment, evaluation and reporting practices be clearly understood by students
and parents/guardians. Summative assessment tasks must be both valid and reliable. Validity refers to the
notion that instruments should measure student performance in relation to the most critical elements of
the program of study, as defined by the overall expectations. Reliability requires that the grades that
individual learners receive be directly related to clearly articulated levels of achievement of those
expectations. Another way to approach these ideas is by asking two critical questions: "What have my
students learned?"
and "How sure am I of this?"
3.2 Board Procedures
Procedures for Communication:
1.
Assessment, evaluation and reporting procedures relating to both achievement of learning skills and
work habits and overall expectations will be clearly and frequently communicated to students and
parents/guardians.
2.
At the beginning of the course, students will be provided with a course outline that describes the
summative assessment tasks and the associated cluster of overall expectations for each, and
describes the criteria and behaviours necessary for learning skills and work habits achievement.

3.
Formative assessment will focus on the provision of effective feedback to students and teachers
alike, enabling students to determine their strengths as well as their next steps for learning, and
enabling teachers to determine their next steps for instruction. Formative assessment data will not
be used to determine the final grade.

4.
All summative assessment tasks will be accompanied by clearly articulated success criteria.

Procedures for Learning Skills and Work Habits Evaluation and Reporting:
5.
Learning skills and work habits will be evaluated and reported separately from academic
achievement. Teachers will use their professional judgement to ensure that there is no
misrepresentation of academic achievement due to behaviours associated with learning skills and
work habits (see Appendix 1).

6.
Instruction and assessment of learning skills and work habits must take place over the course of the
semester, so that students receive ongoing feedback about their learning skills and work habits
strengths and next steps for improvement.

Procedures for Demonstration of Overall Expectations:
7.
Summative assessment tasks inform the development of formative assessment tasks in terms of
format and/or content.

8.
Summative assessment during the term will occur after a period of learning during which students
have had the opportunity to receive effective feedback through diagnostic and formative
assessment. To allow for this emphasis on formative assessment, teachers will limit the summative
assessment tasks in a course to a reasonable number.