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Secondary Evaluation and Reporting Procedures
any changes made to assessment strategies, instructional strategies, or other
supports that allow a student to access the curriculum and demonstrate learning;
accommodations do not alter the curriculum expectations
Achievement Chart
a standard, province-wide guide to be used by teachers to make judgements about
student work based on clear performance standards
An example of student work that accurately illustrates any one of the four levels of
achievement of curricular expectations; see exemplar
Anchor Chart
a co-constructed record of instruction that makes teacher and student thinking
visible and concrete; it connects past teaching and learning to future teaching and
learning and is, as a result, dynamic to reflect developments and refinements in
teacher and student thinking
the process of gathering information related to learning skills and work habits or
academic achievement, and providing feedback to inform both students and
teachers of the next steps for learning
the most commonly occurring level of achievement across the overall expectations
of the course; if achievement is lacking in consistency, an attempt must be made
to find the centre of the achievement pattern without considering unusually high
or low marks
Course Outline
an outline of the contents of the course containing the overall expectations of the
course, a summary of the summative assessment tasks and their associated cluster
of overall expectations, as well as other information such as learning skills and
work habits assessment protocols, and forms of accommodation
an approach to the evaluation of student learning and achievement relative to pre-
determined performance standards, levels, or criteria rather than relative to the
performance of other students; this approach is mandated by the Ministry of
Design Down
the process of planning a course by identifying the enduring understandings and
essential skills that students must have by demonstrating achievement of overall
expectations, then working backwards to develop assessment and evaluation
strategies and tools that most effectively lead students to the acquisition of these
understandings and skills
assessment tasks used at the beginning of a period of learning to determine
student strengths and areas for growth relative to the learning goal(s) to plan
appropriate instruction; diagnostic assessment data are not used to determine
an instructional approach that provides students with a variety of opportunities to
learn and to demonstrate learning; differentiation can occur in content,
methodology, the learning environment, or assessment and evaluation strategies