The CBE Vision for Assessment and Reporting:
Guiding Principles
Moving Forward
Updated | August 2015
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Table of Contents
Introduction .................................................................................1
Guiding Principles | Assessment .................................................4
Guiding Principles | Assessment For and Of Learning ................8
Guiding Principles | Communicating Student Learning ..............13
Formal | K-12 .......................................................................................... 14
Informal | K-12 ........................................................................................ 14
Guiding Principles | Determining Achievement ..........................18
Superintendent |
Jeannie Everett, Superintendent of Learning
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Moving Forward | CBE Guiding Principles of Assessment 2015-16
Introduction
Student success is the primary focus of The Calgary Board of Education’s (CBE)
Three-Year Education Plan which states “Each student, in keeping with his or her
individual abilities and gifts, will complete high school with a foundation of learning
necessary to thrive in life, work and continued learning.” A key strategy in realizing
this goal is personalized learning, through an emphasis on responsive practices for
assessment and instructional design.
In alignment with the vision for public education described in the Ministerial Order
on Student Learning, CBE students will continue to develop strong foundations in
literacy and numeracy as well as important competencies such as critical thinking,
problem-solving, global understanding and creativity.
The Calgary Board of Education Vision for Assessment and Reporting has been
developed and adjusted over time based on feedback from teachers, students and
families, current educational research and through the filter of the CBE core beliefs
and values. The steps taken over the last few years are a result of deliberate
thinking and decision-making in support of student learning.
Purpose of Assessment: is for teachers, students and families to have an
accurate understanding of what a student knows and can do in relation to Alberta
Programs of Study and/or appropriate Individual Program Plans in order to
determine appropriate next steps in learning
Purpose of Ongoing Communication: is to support and improve student learning,
and ensure teachers, students and families have a shared understanding of what
the learner knows and can do.
Purpose of Determining Achievement: is to evaluate individual student
achievement in relation to the expectations of the Alberta Programs of Study. In K9, achievement is reported through the use of the 1-4 achievement indicators.
Grades 10-12 achievement is reported through the use of a percentage grade.
Purpose of Reporting: is to communicate individual student achievement in
relation to the expectations of the Alberta Programs of Study at a specific point in
time.
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Assessment in the Calgary Board of Education
Learning and assessment are understood to be part of the same process where
teachers plan for and engage in a continuous cycle of instruction, rich assessment,
and adjustment. Personalized learning is built upon a comprehensive
understanding of each child. This approach involves systematically gathering,
interpreting and responding to information about students. Teachers and students
need to know what students know, how they know it, how they show it, and what
they need to learn next. Student agency is critical.
Current research on assessment, evaluation and student learning requires us to
work together to understand, recognize and communicate about student learning in
new ways. Part of this evolution is a move towards outcomes-based assessment
and reporting. In Alberta, the Programs of Study set out learning outcomes for the
content the student should understand, the skills they should develop, and the
learning processes they should apply. With outcomes-based assessment and
reporting, student learning is assessed in relation to all aspects of the Program of
Studies—the front matter as well as the general and specific learner outcomes.
The Calgary Board of Education’s framework for the assessment and reporting of
Academic Success, Citizenship, Personal Development and Character in and
through learning emphasizes the importance of Results 2, 3, 4, 5 in students’ daily
learning experiences and as part of the focus on personalization that defines our
system strategy to advance student learning.
Academic success (Results 2) is achieved through daily learning tasks that are
centered on the Alberta Programs of Study. Citizenship, Personal Development
and Character (Results 3, 4 and 5) are essential elements of all Programs of Study,
at all grade levels, and are often identified as learning processes, dimensions of
thinking, competencies or disciplinary ways of knowing. Teachers integrate these
aspects of learning in intentional and explicit ways within daily learning tasks.
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The following Guiding Principles are intended to provide a coherent CBE
framework for the assessment and reporting of the expectations set out in the
Program of Studies and/or a student’s Individual Program Plan.
This document includes:
Guiding Principles | Assessment
Guiding Principles | Assessment For and Of Learning
Guiding Principles | Communicating Student Learning
Guiding Principles | Determining Achievement
The above sections are interconnected. They are intended to be thought about
together; each section reflects equally important aspects of assessment and
reporting. However, instructional leaders and teachers may choose to focus on a
single document at a particular time in order to build capacity within their school.
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“Assidere”- to sit beside or with
Guiding Principles | Assessment
(from Latin - Assess)
In the Calgary Board of Education, assessment is an integral part of the teaching
and learning process. Personalized learning occurs through flexible, responsive
relationships between the teacher, the student and the content within the
instructional core.
Assessment includes a continuous cycle of instruction, gathering evidence from a
variety of sources, interpreting that evidence and making adjustments. Students
work alongside teachers in an active pursuit of learning, developing selfunderstanding and participating in decision-making.
The instructional core
represents the dynamic
relationship between:
the teacher;
the student; and
the content.
At the centre of the
instructional core is the
process of instructional
design, involving both the
task and assessment.
“Assessment that
works in the interests of
children will enhance
their ability to see and
understand their learning
for themselves, to judge
it for themselves, and to
act on their judgments.”
Assessment in the CBE is based on:
A sense of purpose
Assessment serves student learning. The purpose of assessment is for teachers,
students and families to have an accurate understanding of what a student knows
and can do in relation to Programs of Study and/or appropriate Individual Program
Plans in order to determine appropriate next steps in learning.
Student agency
Teachers and students share responsibility for making assessment decisions and
determining next steps in learning. Students have an active role in their learning
when they reflect, engage in ongoing conversation, know themselves as learners
and participate meaningfully in decision-making.
(Mary Jane Drummond, n.d.)
Professional collaboration and analysis of student work
Professional Learning Communities share and analyze student work in ways that
emphasize reflection, inquiry and a shared responsibility for student success.
Professionals learn together as they critically examine and reflect on pedagogy and
practice, supporting one another in assessment and instructional design.
Quality learning tasks
Learning tasks are designed with individual students and/or groups of learners in
mind. Grounded in deep disciplinary knowledge, quality learning tasks are
developed collaboratively between teachers, students and other professionals
(other teachers, community members, experts etc.). Learning tasks elicit evidence
of conceptual understanding, procedural fluency, cross-curricular competencies,
literacy and numeracy.
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Intentional connections to Programs of Study and CBE Results
Teachers design learning using the Alberta Programs of Study, including Academic
Success, Citizenship, Personal Development and Character (Results 2, 3, 4 and
5).
Thoughtful questioning
Teacher questioning invites students to explore their ideas and understandings, as
well as their learning processes and personal strategies. Student questioning
provides opportunities for teachers to explore their own content knowledge,
instructional methods and understanding of the student.
A process rather than an event
Assessment is woven throughout daily learning experiences. It supports teachers
in designing appropriate learning tasks and making responsive adjustments.
Assessment is ongoing throughout the school year, offering students multiple and
varied opportunities to develop and demonstrate understanding. Assessment
enables students to show growth and achievement in different contexts over a
period of time, ensuring the accuracy of assessment information.
Flexible methodology
Assessment methods are selected according to the students involved, the nature of
the discipline, the focus of the learning outcome(s) and the context in which the
learning occurs. Assessment methods are chosen to create the best possible
conditions for each student to demonstrate understanding.
Inclusive practices
Assessment methods build on the backgrounds and prior experiences of students
and do not disadvantage learners based on developmental stage, ethnicity,
gender, socio-economic background, language, etc.
Actionable feedback
Actionable feedback is timely, specific, understandable and meaningful. Feedback
—student to teacher, teacher to student, and student to student—informs teachers’
instructional decisions and supports students in navigating their learning.
Individual student strengths and areas for growth
Assessment reflects the progress an individual student has made toward learning
outcomes and/or individual program plan goals. Comparisons are not made to
other students and individual student achievement is not amalgamated with that of
other learners. Assessment informs next steps for a particular student at a
particular point in time, considering individual strengths and areas for growth.
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Clear and meaningful communication
Assessment practices clearly communicate the relationship between student
achievement and targeted learning outcomes, with an emphasis on how well, not
when or by what means, the student has demonstrated specific knowledge, skills
and/or processes.
Networks of teachers, parents and students work together to support student
learning. Assessment-rich communication is student-specific, strength-based,
growth-oriented, clear, purposeful and timely.
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References
Cooper, D. (2011). Redefining Fair: How to plan, assess, and grade for excellence
in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.
Guskey, T. (2015). On your mark: Challenging the conventions of grading and
reporting. Bloomington, IN: Solution Tree Press.
Joint Advisory Committee (1993). Principles for fair student assessment practices
for education in Canada. Edmonton, Canada: University of Alberta.
Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005, November). Classroom
assessment: Minute by minute, day by day, Educational Leadership, 63(3),
19-24.
O’Connor, K. (2012). Fifteen fixes for broken grades: A repair kit. Toronto: ON:
Pearson Canada Inc.
Schimmer, T. (2012). Ten things that matter from assessment to grading. Toronto,
ON: Pearson Canada Inc.
Webber, C.F., Aitken, N. Lupart, J. & Scott, S. (2009). The Alberta student
assessment study final report. Edmonton, Canada: Government
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Guiding Principles | Assessment For and Of
Learning
In the Calgary Board of Education (CBE), the personalization of learning is
assessment-rich. Assessment involves systematically gathering, analyzing and
interpreting information about what students know and are able to do. Responding
to assessment information guides next steps in teaching and learning.
Formative assessment, assessment for learning, is part of the continuous
interaction between the student and the teacher. Through ongoing cycles of
feedback and instruction, students and teachers check learning in order to make
decisions about next steps.
Summative assessment, assessment of learning, is a comparison at a particular
moment in time between individual student achievement and established provincial
expectations and/or Individual Program Plans.
Formative and summative assessment influence and inform one another. Both
contribute to understanding a student in order to make personalized decisions for
learning.
Assessment for Learning:
Is student-centered
▪
determines what the student knows and is able to do, and points to next
steps for teaching and learning
▪
involves students as active participants
▪
begins with an understanding of the student’s current learning and builds on
previous accomplishments
▪
creates opportunities and experiences that respond to the specific strengths
and needs of a student (is strength-based and growth-oriented)
Is ongoing
▪
involves multiple and varied assessments over time
▪
informs the learning process: enables teachers to adjust instructional
responses and enables the student to adjust learning strategies
▪
incorporates timely, descriptive, specific, actionable feedback from students
to teachers and teachers to students
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“We know how to use
classroom assessment to
make success a driving
force in the learning life of
every student. We no longer
need to accept the
assessment legacy of our
past. We know better.”
(Stiggins, 2004, p. 27)
References learning outcomes and clear criteria
▪
makes clear connections to learning outcomes (knowledge, skills and
learning processes) from:
o Alberta Programs of Study, including Academic Success, Citizenship,
Personal Development and Character (Results 2, 3, 4 and 5)
o Individual Program Plans
o Cross-Curricular Competencies (Ministerial Order #001-2013)
▪
relates learning tasks and assessment to clearly articulated criteria for
success
Enables and encourages teacher reflection
▪
elicits evidence of student learning that can be analyzed by individual
teachers and professional learning communities
▪
informs instructional decisions
▪
supports the development of teachers’ metacognitive processes
▪
invites teachers to become students of their own practice (Hattie, 2012,
p.14)
Engages students in their own learning
▪
enables the student to use outcomes and established criteria as reference
points to critically analyze their learning
▪
encourages the student to reflect on their learning and monitor their own
progress
▪
engages students and teachers in co-creating learning tasks and
assessment and collaboratively establishing criteria for success
▪
empowers the student to exercise agency and make meaningful decisions
about their own learning
Invites families to support student learning
▪
provides opportunities for students to share and articulate their learning with
families
▪
provides the student’s family with opportunities to contribute insights about
their child
▪
provides families with feedback to support the learning process
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Assessment of Learning:
Is evaluative or summative in nature
▪
confirms what a student knows and can do at a certain point in time
▪
includes evaluative evidence such as culminating activities, performance
tasks, observations, conversations, and artifacts of student learning
References learning outcomes and clear criteria
▪
clearly references learning outcomes from:
o
Alberta Programs of Study, including Academic Success, Citizenship,
Personal Development and Character (Results 2, 3, 4 and 5)
o
Individual Program Plans
o
Cross-Curricular Competencies (Ministerial Order #001-2013)
▪
relates to clearly articulated criteria for success
▪
allows for learning accommodations for all learners without penalty
Is based on a body of varied assessment evidence
▪
aligns with Guiding Principles | Determining Achievement [HyperLink]
▪
gives multiple and varied opportunities for students to demonstrate
understanding
▪
considers both recent performance and the consistent demonstration of
understanding
▪
is based on a select, prioritized sample from a body of assessment
evidence
▪
requires analysis based on deep disciplinary knowledge, conversation with
the student, and professional collaboration
Is thoughtfully determined
▪
requires professional judgment in determining how evidence of student
learning is used to evaluate the achievement of learner outcomes and
determine summative grades
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Reports student achievement at a specific point in time
▪
the report card and IPP are the only documents that communicate
summative achievement.
▪
summarizes student achievement with indicators against report card
outcomes in grades K-9
▪
summarizes student achievement with percentage grades against courses
in grades 10-12
▪
provides descriptive feedback through written comments
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References
Alberta Education (2011). Framework for learning: Competencies for engaged
thinkers and ethical citizens with an entrepreneurial spirit. Edmonton,
Canada: Alberta Education.
Cooper, D. (2011). Redefining Fair: How to plan, assess, and grade for excellence
in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New
York: Routledge.
Joint Advisory Committee (1993). Principles for fair student assessment practices
for education in Canada. Edmonton, Canada: University of Alberta.
O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland,
Schimmer, T. (2014). Ten things that matter: From assessment to grading.
Toronto, Canada: Pearson
Stiggins, R. (2004). New assessment beliefs from a new school mission. Phi Delta
Kappan, 86(1), 22-27.
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Guiding Principles | Communicating Student
Learning
In the Calgary Board of Education (CBE), assessment is an integral part of the
teaching and learning process. The personalization of learning is supported by
ongoing conversations between educators, students, families and other
professionals with the goal of improving student learning. These communications
are fundamental to student success and create responsive processes to
understand and support each learner.
As part of a comprehensive communication system, assessment information is the
basis for communication about student progress and achievement. Ongoing
communication allows teachers, students and families to understand what a
student knows and can do, monitor what progress has been made, and determine
next steps in learning. Communicating about student learning is an ongoing
process that takes several forms. Principals and their staff work together with the
school community to create a comprehensive approach that communicates
individual student progress and achievement.
Ongoing Communication
Effective communication about learning requires the teacher, student, and families
to be partners in the learning process. In addition to formal communication through
report cards and IPPs, student-specific informal communication about issues,
events, progress and accomplishments in day-to-day learning occurs on an
ongoing basis. Some examples may include e-mails, notes in agendas, Student
Learning Updates (Interim Progress Reports), phone calls, after school
conversations, etc. As part of a school-based communication plan, families also
have opportunities to attend celebrations, open houses, or other school events that
help them to better understand their child’s learning.
Both informal and formal aspects of ongoing communication about student learning
allow teachers to communicate significant aspects of learning so that students and
families are able to answer the question, “How is my child/how am I doing in
school?”
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Formal | K-12
In the CBE, the purpose of formal communication (report cards and Individual
Program Plans (IPPs)) is to summarize and communicate individual student
achievement in relation to the expectations of the Alberta Programs of Study and/or
Individual Program Plans at a specific point in time.
Informal | K-12
In the CBE, informal communication takes a variety of forms but serves a common
purpose–to build shared understandings of what students know and can do in dayto-day learning experiences.
Figure 1. - Ongoing Communication
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The communication system
needs to be comprehensive,
coherent, and feasible. All the
pieces need to fit together so
that detailed information about
the student as learner is
provided in appropriate ways
and at appropriate times.
(Manitoba Education, 2008, p. 20)
Communicating student learning is:
Student-specific
▪
shares specific examples of what a student knows and can do in relation to
the Programs of Study and/or Individual Program Plans
▪
invites conversation between family, student and teacher(s) that builds a
shared understanding of the whole child
▪
is personalized and tailored to the individual student based on specific
evidence of learning as well as the student and family’s communication
preferences
▪
is based on information gathered from observations, conversations, and
artifacts of student learning
Strength-based and growth-oriented
▪
refers to specific knowledge, skills and attitudes that are most relevant to
the student’s achievement during the current reporting period
▪
clearly identifies strengths demonstrated in learning
▪
makes visible and supports the relationship between the student’s approach
to learning and academic success
▪
bridges current learning and new learning, suggesting possibilities for
applying observed strengths to other learning situations
▪
identifies the student’s most significant learning needs and invites
collaboration around next steps,
▪
seeks parent and student perspectives about strengths and areas for
growth
▪
identifies strategies currently being employed at school and suggest, where
appropriate, strategies that families might try support the child’s learning
Aligned with provincial Programs of Study, IPPs and CBE Results
▪
makes clear connections to:
o
Alberta Programs of Study, including Academic Success, Citizenship,
Personal Development and Character (Results 2, 3, 4 and 5)
o
Individual Program Plans
o
Cross-Curricular Competencies (Ministerial Order #001-2013)
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Clear, succinct, timely and easily understood
▪
provides specific, accurate and meaningful information related to important
aspects of learning
▪
describes current learning and next steps in a straightforward manner
▪
uses vocabulary and sentence structure that is clear and accessible to
students and families
▪
provides an explanation of terminology that may be unfamiliar to students
and families
▪
provides flexible and responsive conferencing opportunities
▪
reflects professional integrity in both content and structure or process
▪
reflects consistent, established structures for reporting
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References
Alberta Education (2011). Framework for learning: Competencies for engaged
thinkers and ethical citizens with an entrepreneurial spirit. Edmonton,
Canada: Alberta Education.
Manitoba Education (2008). Communicating student learning: Guidelines for
schools. Manitoba, Canada: Manitoba Education.
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Guiding Principles | Determining
Achievement
While some might argue
that any focus on grades
will inherently impede the
learning process for
students, the intent here is
to find, within our existing
grading systems, the
soundest grading practices
to accurately communicate
student learning.
(Schimmer, 2014, p. 122)
The personalization of learning requires knowing each student through the
thoughtful gathering and consideration of evidence of student learning. A varied
body of assessment evidence provides information about the learner’s strengths
and areas for growth against well-understood learning outcomes from Programs of
Study and/or Individual Program Plans.
Teachers may assess individual assignments, projects, performance tasks,
observations, conversations, culminating activities, quizzes and tests as part of a
body of assessment evidence. A variety of assessment methods are used, as
appropriate to specific learning tasks. The ongoing assessment of learning may
support teachers, students and families to understand how a student is progressing
in learning and consider next steps.
Teachers use professional judgment to evaluate a body of assessment evidence.
This requires understanding the learner, deep disciplinary knowledge and
professional collaboration.
Determining achievement requires:
Accuracy
▪
learning outcomes from the Programs of Study and/or Individual Program
Plans are explicit and consistent reference points
▪
sources of evidence (observations, performances, tests, conversations,
reflections, products etc.) are aligned with the nature of the learning
outcome(s)
▪
teachers and students recognize that learning involves exploration,
practice, performance, review, refinement, adjustments etc.
▪
a reliable and credible amount of evidence is gathered to determine the
extent to which a student has achieved learning outcomes
▪
teachers make careful decisions about what constitutes an appropriate
body of evidence, understanding that not all assessment information should
be included in determining achievement
▪
determining achievement is free from distortion (distorting factors include
but are not limited to: bonus marks, late submission deductions, marks for
neatness, compliance, attendance, behaviour, etc.)
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▪
factors such as behaviour, effort, attendance, compliance, neatness, group
contributions, participation, initiative etc. are reported separately from
academic achievement (Webber, Aitken, Lupart, & Scott, 2009, Guskey,
2006, Reeves, 2004)
▪
teachers and students develop reliable and consistent record keeping
systems to capture evidence of student achievement
▪
grades are not simply calculated using a mathematical algorithm, such as
an averaging of weighted scores
▪
professional judgment is used in relation to a body of assessment evidence
to accurately determine a level of achievement
▪
inferences that can be upheld by the evidence collected
Fairness
▪
practices for determining achievement are developed to honour and respect
the worth and dignity of each student
▪
every learner has the right to access personal strategies and supports
(time, technology, tools, space, equipment, scribes, readers, alternative
formats, etc.) that remove barriers to Programs of Study, learning tasks and
assessment without consequence to grades
▪
the purposes, criteria and expectations for determining achievement are
clearly articulated for students and families
▪
each student is provided timely and accurate feedback as well as an
explanation as to how and if their work will be evaluated
▪
determination of achievement seeks out an appropriate representation of
the individual student’s understanding
▪
recourse strategies are in place for students and families
Consistency and Recency
▪
multiple opportunities are provided for students to practice, improve based
on feedback, demonstrate their learning, and reflect on their growth
▪
the most consistent evidence of a student’s learning is used to determine
achievement
▪
special consideration is given to most recent demonstrations of
understanding
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Rethinking Late Penalties and Zero’s
When assignments are not submitted on time or at all, there are a number of
appropriate responses. These include:
▪
considering an entire body of assessment evidence to determine student
achievement for the report card (this may include partially complete
assignments, personalized assignments and/or other opportunities to
demonstrate understanding etc.)
▪
helping students improve their time management, organizational or problem
solving skills
▪
working with families and students on a plan to complete assignments
▪
creating supervised and structured opportunities for students to complete
their work
▪
creating flexible approaches for task completion with students to submit
major assignments in stages to avoid all-or-nothing completion and to
create more manageable pieces of work
For more information about Ongoing Communication see:
Companion Guide to the CBE Vision for Assessment and Reporting
For more information about Report Card Comments see:
Criteria for Report Card Comments, Comment Examples and Guiding Questions
for Collaborative Analysis
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References
Alberta Assessment Consortium (2001). Smerging data: Grading…more than just
number crunching. Edmonton, Canada: Alberta Assessment Consortium.
Government of Alberta (Draft 2011). Professional Practice Competencies for
Teachers. Edmonton, Canada: Professional Standards Branch.
Guskey, T. R. (May, 2006). Making high school grades meaningful. Phi Delta
Kappa International, 87(9), pp. 670-675. Retrieved from
http://www.jstor.org/stable/20442125
Joint Advisory Committee (1993). Principles for fair student assessment practices
for education in Canada. Edmonton, Canada: University of Alberta.
O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland,
Reeves, D.B. (Dec 2004). The case against zeros. Phi Delta Kappan 86 (4).
Retrieved from
http://schools.esu13.org/bannercounty/Documents/caseagainstzero.pdfhttp:/
/schools.esu13.org/bannercounty/Documents/caseagainstzero.pdf
Reeves, D.B. (2011). Elements of grading: A guide to effective practice.
Bloomington, IN: Solution Tree.
Schimmer, T. (2014). Ten things that matter: From assessment to grading.
Toronto, Canada: Pearson
Webber, C.F., Aitken, N. Lupart, J. & Scott, S. (2009). The Alberta student
assessment study final report. Edmonton, Canada.
Western and Northern Canadian Protocol for Collaboration and Communication in
Education (2006). Rethinking classroom assessment with purpose in mind:
Assessment for learning, Assessment as learning, assessment of learning.
Manitoba, Canada: Manitoba Education, Citizenship and Youth.
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Glossary
Achievement
Achievement is the extent to which an individual student has met the expectations of the
Alberta Programs of Study.
Achievement Indicator
The achievement indicator signifies the extent to which a student has demonstrated
achievement of each report card outcome. On the Kindergarten to Grade 9 report
card, students receive achievement indicators 1 (Not Meeting) to 4 (Excellent) against
each report card outcome in a course.
Alberta Programs of Study
The Alberta Programs of Study are the required expectations for the core and
complementary learning components for elementary, junior and senior high schools.
Content is focused on what students are expected to know and be able to do.
Assessment
The act of making judgment; here, a process of gathering and analyzing evidence of
learning to inform instructional design and to determine the degree to which the student
has achieved learning expectations.
Defensible
Based in sound professional judgment and supported through evidence.
Evaluation
The process of gathering and analyzing evidence of learning to make a professional
judgment about student achievement.
Evidence
Any observation, conversation or product of student learning that provides valid data about
what the student knows and can do.
Formative Assessment
Formative assessment is information a student or teacher uses to make decisions about
next steps about learning.
Outcome
The intended learning. In Alberta, the Programs of Study describe what students are
expected to know and be able to do. Teachers use outcomes to guide their daily planning
and as a point of reference for assessment.
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Progress
Progress is the growth in learning an individual student makes from where they started.
Reliable
Consistent and trustworthy; replicable with a reasonable degree of consistency from one
context to the next; provides what is required for appropriate action.
Reporting Period (K-9)
A reporting period is the time between a student’s first day of school, and the first report
card, or the time between the first report card and the second report card.
Summative Assessment
Summative assessment is a comparison at a particular moment in time between an
individual student’s achievement and the outcomes of the Alberta Programs of Study.
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