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HAVERGAL COLLEGE
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Course Calendar 2016–2017
9. Key Assessment Terms
Assessment
is the process of gathering information from a variety of sources that accurately reflects
how well a student is achieving identified curriculum expectations.
Assessment for Learning
is the gathering of evidence during the learning process and is used to
provide direction for improvement and adjustment. It can be used to determine the report card grade
when there is not sufficient evidence from summative assessments.
Assessment of Learning
(Evaluation) is the evaluation of evidence throughout the learning process
to provide a record of student achievement relative to the expectations of a course. It is used in
determining the report card grade.
Assessment as Learning
is the process of developing and supporting student metacognition.
Students are actively engaged in this assessment process as they monitor their own learning, use
assessment feedback from teacher, self and peers to determine next steps and set individual learning
goals.
Content Standards
describe the knowledge and skills students are expected to develop and
demonstrate and on which their achievement is assessed and evaluated
(p 16)
.
Diagnostic Assessment
is the gathering of evidence that reflects students’ prior learning. This type
of assessment often occurs at the beginning of instruction. It is used to determine students’ strengths
and needs and to plan instruction. It is not used in determining the report card grade.
Evaluation
is the process of judging the quality of student work on the basis of established criteria and
assigning a value to represent that quality.
Levels of Achievement
(p 18)
•
Level 4
The student demonstrates the specified knowledge and skills with a high degree
of effectiveness. Achievement at Level 4 does not mean that the student has achieved
expectations beyond those specified for the grade/course.
•
Level 3
The student demonstrates the specified knowledge and skills with considerable
effectiveness.
•
Level 2
The student demonstrates the specified knowledge and skills with some effectiveness.
Students performing at this level need to work on identified learning gaps to ensure future
success.
•
Level 1
The student demonstrates the specified knowledge and skills with limited effectiveness.
Students must work at significantly improving learning in specific areas, as necessary, if they
are to be successful in the next grade/course.
Performance Standards are described in the achievement chart categories and refer to four broad
categories of knowledge and skills that are common to both the elementary and secondary divisions
and to all subject areas and disciplines. The categories represent four broad areas of knowledge and
skills within which the expectations for any given subject can be organized. Teachers address these
categories when planning program and developing assessments in order to provide balanced programs
and to encourage students to develop higher cognitive and creative thinking skills. The categories are:
Knowledge/Understanding, Thinking, Communication and Application
(pp 16–17)
.