Assessment Feedback [SGA.AF]
Students use ongoing assessment feedback to reflect continuously on their progress, identify strengths and areas of need and set essential learning goals.
Exploring the Context
Stakeholder trust and confidence is gained when students clearly demonstrate that they understand, and can articulate, the process of their own learning. When asked, students should be able to speak to their learning processes and how their current learning will contribute to future growth.
To support our students’ understanding of their learning, Parkland School Division develops, documents, maintains and implements a student evaluation procedure for conducting continuous assessments and evaluations.
Assessment and evaluation of student learning in education:
- Shall be accurate, fair, timely and equitable;
- Shall attend to the student’s right of appeal and procedures for appeal;
- Shall clarify the role of the student and the teacher in evaluations;
- Shall ensure the use of evaluation information exists for the improvement of the quality of educational programs;
- Shall be effectively communicated to students and parents; and,
- Shall be effectively shared (at a school performance level) with school councils.
Learning is improved through effective assessment, and stakeholder trust and confidence is achieved through effectively attending to this assurance element.
Alternative Context: Ongoing Pandemic
Our expectation is that students demonstrate this Element regardless of the method of learning in place. Throughout 2019-2020, our teachers, in Grades One through Nine, prepared for the deployment of an online gradebook to match the system available to parents in Grades Ten through Twelve. While this plan was in place well before the pandemic, the timing of the deployment will be greatly appreciated by students, parents and teachers.
Avenues for Development
- Learning opportunities are designed and implemented in a way that ensures that students are able to demonstrate strengths and embrace new challenges;
- Parkland School Division staff will utilize the online gradebook for Grades One through Twelve.
- Staff will explore professional development opportunities around assessment practices, therefore improving their competency to consider evidence of learning and make students’ thinking visible
As we progress toward achieving this Element, we will look to ensure that our students can articulate their successes and challenges as demonstrated through their learning tasks. Stakeholders should be able to receive a well-considered answer as they ask the following of any student: “tell me about your learning?”
Our staff are attending to increased resiliency in our students. To this end, as we attend to this Element, we should see characteristics of self-determination rise in our students. We should see an increase in our students’ desire to learn.
- Assurance measures that indicate our students are more involved in their own learning processes;
- Improvement in achievement as evidenced by school awarded marks, provincial assessments, literacy and numeracy benchmarks; and
- Agreement of parents, teachers and students that students model the characteristics of citizenship.