Administrative Procedure 360

STUDENT ASSESSMENT
This document was developed by BRSD teachers, with the support of trustees and Division instructional leaders. It is based on the premise that we are a learning organization and an organization that learns. This necessitates the acceptance of risktaking, ongoing professional growth, and commitment to continuous improvement. 1. Purposes of Assessment and Teacher Professional Judgment 1.1 1.1.1 Background Collection of Evidence a. The collection of evidence related to a students learning is known as assessment. It consists of teacher professional judgment in the form of observations, conversations, products, and student reflection on progress. b. The primary purpose of student assessment, both formative and summative, is to support and improve learning and teaching. c. Effective classroom assessment is broad-based (i.e. includes a variety of evidence gathered over time using varied assessment methods). Assessment of learning (i.e. summative assessment) aligns, visibly and verifiably, with learner outcomes from the Program of Studies and counts toward student grades. Assessment for learning (i.e. formative assessment) is used to coach students into deeper understanding and higher achievement of learner outcomes. Formative evidence is often recorded, but is not calculated in student grades. 1.1.2 Basis of Assessment a. While student learning is measured in relation to learner outcomes from the Alberta Program of Studies, some students programs are adapted or modified in one or more subjects to meet their individual learning needs. b. Adapted programs, which require an IPP (i.e. PLP), are based on learner outcomes from the Alberta Program of Studies. Adjustments to the instructional process, such as aiming for learner outcomes that are above or below a students enrolled grade level, are provided to address a students special education needs.

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c. Modified programs, which require an IPP (i.e. PLP), are based on learning outcomes that are significantly different from the Alberta Program of Studies, are not graded in the same way as regular or adapted program, and are specifically selected to meet a students special education needs. d. Accommodations are specific supports provided for individual students working from the Alberta Program of Studies. e. Fair and accurate assessment, centered on an outcome-aligned body of evidence, is inherently connected to teacher professional judgment. f. Within the realm of teacher professional judgment, teachers are responsible for: aligning instruction with curricular learner outcomes; using outcome-aligned assessments to measure learning at the diagnostic, formative and summative stages; sharing learner outcomes and criteria with students throughout the learning process; openly communicating information about learning with students and parents/guardians; actively involving students in their learning and assessment; adapting and modifying programs based on students Individual Program Plans; creating opportunities for ongoing descriptive feedback that moves student learning forward; designing learning experiences and assessments with real-world connections for students; creating opportunities for student input and choice in learning; deriving evidence of student learning from a variety of sources and types of assessment; distinguishing between, and documenting, formative and summative evidence; assessing each students individual achievement within the context of partner or group work; differentiating the evidence that best reflects each students level of understanding and achievement (i.e. may not be the same evidence for every student); incorporating student learning preferences and learning styles; determining and reporting the Grade Level of Achievement (GLA) at the end of June in grades 1 to 9 English Language Arts, Math, and French Language Arts . 1.2 Procedures Collection of Evidence and Basis of Assessment a. Learning focused on higher levels of cognition (i.e. upper levels of Blooms Taxonomy) should be emphasized over lower levels of cognition and rote learning.

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b. Evidence of learning, formative and summative, is recorded on a regular basis using a meaningful system of data (e.g. symbols, numbers, colours, categories, etc.). c. Summative assessment weightings are determined by teacher professional judgment and clearly communicated to students. d. Grades are to be calculated cumulatively (i.e. each report card represents a cumulative calculation from the beginning of the course to the end of the current reporting period, with teacher professional judgment used to determine and adjust item weightings). When more consistent and/or convincing evidence of learning is demonstrated by a student, teachers de-emphasize (i.e. reduce the weighting of) or replace prior evidence of learning with more recent, more consistent, or more convincing evidence. e. Where evidence of learning is related to non-achievement factors (e.g. attendance, behaviour, effort, participation, attitude, homework completion, etc.), it is collected, recorded, and communicated separately from achievement-based evidence. f. Subsequent opportunities to demonstrate learning may be necessary or beneficial for students. The subsequent assessment may take a similar or varied form.

g. Prior to a re-assessment, it is recommended that students participate in specified learning activities to increase the likelihood of success (e.g. study session, learning contract, previous assignment completion, conference with teacher, etc.). h. Grading practices must ensure the accurate measurement of learning. Assessment practices that distort the accuracy of measurement include: awarding extra credit or bonus points giving all members of a group a single grade for a demonstration of learning deducting marks for student work submitted after the due date deducting marks for student lates or absences applying a grade of zero as a punishment assigning zeros for academic dishonesty assigning zeros for missing evidence of learning. i. Teachers, under the leadership of the principal, will establish consistent, student success-driven processes to support and ensure completion of student work, and to develop and implement alternatives to zeros. Each school with a Grade 7-9 or 10-12 program will develop a school-based policy outlining proactive and responsive steps to be taken in situations where evidence of student learning is

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missing. These policies will include parameters for when and how a zero may be assigned in relation to a students performance. j. 1.3 Academic dishonesty and incomplete evidence of learning will be dealt with on a case-by-case basis.

Culminating Assessments 1.3.1 Background teacher-developed, outcomethe end of the learning process students demonstrate their through application, analysis,

a. Culminating assessments are the aligned, summative experiences near (e.g. unit, course, etc.) where understanding of learner outcomes synthesis and/or evaluation.

b. Culminating assessments may take the form of presentations, performance tasks, conferences, projects, practical demonstrations of learning, and/or tests. Broadening the collection of evidence increases the validity. c. Culminating assessments may be differentiated to meet the individualized learning needs of a student. 1.3.2 Procedures Culminating Assessments

a. In collaboration with the school community and under the leadership of the principal, teachers will explore a variety of culminating assessment strategies. b. Teachers determine and communicate to students, in advance, information related to the expectations, criteria and weighting of culminating assessments. c. If there is a culminating assessment at the end of a course in grades 1 to 9, it shall be weighted at a maximum of 20% of a students grade in the course. d. The decision of whether to use Provincial Achievement Test results as summative evidence is part of teacher professional judgment, and may be part of a collective staff or teaching teams decision. e. If there is a culminating assessment at the end of a course in grades 10 to 12, it shall be weighted at a maximum of 25% of a students grade in the course. f. In Diploma Exam courses, classroom-based culminating assessments are to be weighted at a maximum of 20% of the school-awarded mark (i.e. 10% of a students total final mark).

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2.

Feedback and Communication 2.1 Background a. Rich, descriptive feedback is critical to improving learning, and is one of the most important skills developed and used within the school community. b. Feedback from self, peers, teachers and parents is used to build understanding, and is followed by opportunities to demonstrate understanding and growth. c. Effective feedback describes strengths and challenges related to the learner outcome(s), and gives specific strategies or advice about how to improve. d. The primary purpose of communicating student learning is to provide students and parents / guardians with ongoing, accurate information about student progress so they can be involved in and support learning. 2.1.1 Procedures Feedback and Communication a. Under the leadership of the principal, teachers will ensure that feedback, communication and reporting of student learning are consistent with the Alberta School Act, Guide to Education, school division calendar, and this administrative procedure. b. Feedback occurs in regular, accessible and timely ways through a combination of: Verbal feedback (e.g. conversations, coaching, phone calls, etc.) Written feedback (e.g. student reflections, assignments and assessment tools, critical evidence folders, report cards, agendas, newsletters, etc.) Electronic feedback (e.g. e-portfolios, web pages, email, webbased grading platform, etc.) c. Teachers will provide ongoing information to students and parents about units of study, learner outcomes and assessment. d. Within the first five instructional days of a course, students and parents/guardians will receive written communication about the purpose (i.e. Program of Studies front matter), key learner outcomes, topics, and general assessment methods in the course. e. Communication about learning is criterionreferenced evidence (i.e. evidence aligned with learner outcomes). Norm-referenced information such as class or course averages (i.e. where students are measured in relation to peers) will not be communicated, reported or published.

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f.

All teachers will use the grade book component of the Student Information System.

g. By Fall 2012, the parent portal of the Student Information System will be activated in all BRSD schools, except Hutterite colonies, and utilized by all teachers to communicate information related to achievement and learning on a regular and ongoing basis. h. Beginning in 2012-13, all items/evidence will be recorded by outcome or key concept, not by assessment type. i. Upon request, teachers of junior or senior high students will provide, a percentage that indicates the students overall progress in the course to date.

2.1.2

Procedures - Reporting a. At a minimum of three times per year, or twice per semester, schools will formally report the following to students and parents: b. Achievement in relation to curricular learner outcomes, for each course a student takes, using the following levels: In Kindergarten - reporting on the seven learning areas identified in the Kindergarten Program Statement In Kindergarten, all evidence/items will be recorded and reported using three alphabetic levels, with a denominator of 100 for all items, and with no added ranges of + or .

Beginning BEG Developing DEV Achieving ACH Not Yet Assessed NYA

Skill / learner outcome is emerging with direct support. Demonstrates a beginning level of understanding. Skill / learner outcome is emerging with minimal support. Demonstrates a basic level of understanding. Demonstrates skill / learner outcome independently and consistently. Demonstrates a solid level of understanding. Skill / learner outcome has not yet been introduced and/or assessed.

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In Grades 1 to 9, evidence will be recorded and reported using four alphabetic levels, with a denominator of 100 for all items, and with no added ranges of + or . Level of Achievement Beginning BEG Description

Developing DEV

Achieving ACH

Excelling EXC

The evidence of learning indicates a beginning understanding of the grade level learner outcomes. Evidence reveals misunderstanding or misapplication of concepts. The evidence does not yet meet the standards for the grade level. The evidence indicates a basic, developing understanding of the learner outcomes. Evidence includes correct information, but full understanding is not yet demonstrated. The evidence meets the acceptable standards for the grade level. The evidence of learning indicates a solid understanding of the learner outcomes. Evidence is accurate and credible without being simplistic. The evidence capably demonstrates acceptable standards for the grade level. The evidence of learning indicates a convincing, in-depth, sophisticated understanding of the learner outcomes. Perceptive understandings and subtle distinctions are applied in varied situations. The evidence skillfully demonstrates acceptable grade level standards. The evidence of learning is insufficient and/or highly incomplete. Evaluation is not yet possible due to lack of evidence.

Missing Evidence MEV

In Grades 10-12, overall achievement is reported twice per semester using both a level of achievement (without + or ranges) and a percentage. As senior high programs move toward full implementation of this Administrative Procedure, principals will work with students, staff and parents to ensure the readiness of their communities to assess and record student progress in alpha levels of achievement. As school based decisions are made regarding implementation of AP 360, principals will assess their communitys readiness and provide evidence to the Superintendent for review. Teacher professional judgment plays an essential role in determining the appropriate percentage in relation to the evidence of learning collected. c. Inclusive Education: Information about a students IPP (PLP) or special programming, where applicable, must be mentioned in the report card comment box of each subject for which the students program is adapted or modified;

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d. Schools will report progress on four Characteristics of Successful Learning such as, but not limited to, work habits, respect, independence, cooperation, etc. Schools determine the four nonachievement variables on which all teachers will report. Although recorded and reported separately from achievement, Characteristics of Successful Learning are also criteria-based and evidence-based. 1 2 3 The student occasionally demonstrates this characteristic The student usually demonstrates this characteristic The student consistently demonstrates this characteristic In Kindergarten through Grade 6, a students progress on the four Characteristics of Successful Learning will be reported once overall at each reporting period. In Grades 7 through 12, progress on the four Characteristics of Successful Learning will be reported in each subject area. e. The dates and sequence of report cards and conferences about learning are determined by the principal and staff, and communicated to students and parents. f. In addition to reporting, and at least twice per school year, schools will arrange and extend invitations for school-based conversations, showcases, or conferences about learning. Ideally, these are studentinvolved or led.

3.

Promotion and Retention of Students 3.1 Background a. Promotion means that a student proceeds to the next grade level in the subsequent school year. Acceleration means that a student misses or skips one or more grade levels. Grade retention means that a student is required to repeat the same grade due to lack of achievement. b. Overall, research strongly favours alternatives to grade retention, such as adapting or modifying programming where necessary at the next level of learning. Many studies reveal long-term negative impacts of retention, such as increased high school dropout rates for students who have been retained. The research also outlines the difficulty of predicting which students would benefit from retention.

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3.1.1

Procedures Promotion and Retention a. In the commitment to ongoing, transparent communication, parents/guardians will be contacted by the teacher by February 1 if retention is being considered. b. By March 1, a learning team (e.g. teacher(s); principal or vice principal; counselor; learning facilitator; EA, where applicable; and parent/guardian) will be assembled to consider promotion/retention for the coming school year. c. The Promotion/Retention Checklist will be completed, based on evidence, as a discerning step in the promotion or retention of a student. d. When there is a recommendation of retention, the Superintendent or designate will be consulted by May 15. e. The Superintendent or designate will then determine the school divisions recommendation of promotion or retention. Parents retain the right to make the final decision about the promotion or retention of their child. f. A completed and signed copy of the Promotion/Retention Checklist will be placed in the students cumulative file.

4.

Appeals 4.1 Procedures a. The following process applies when a student wishes to appeal a final course grade: b. Within five days of receipt of the grade, the appeal shall be made in writing to the principal and co-signed by the parent(s)/guardian(s). Reason(s) for the appeal shall be included. c. The Principal shall initiate whatever steps he/she deems necessary to review the basis for the grade, including the following: Consultation with the teacher(s) involved A check of the records An investigation of the assessment procedures followed d. Within five days of receipt of the letter of appeal, the principal shall share his/her findings with the student and parent(s)/guardian(s).

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e. In the event the student is not satisfied with the principals findings, he or she may appeal in writing to the Superintendent within five days of receipt of the appeal. The decision of the Superintendent is considered final. f. Marks appealed after the end of the June term will be dealt with prior to the commencement of the fall term.

References and Selected Bibliography Alberta School Act Classroom Assessment for Student Learning: Doing it Right, Using it Well (Stiggins et al., 2004) Grade Level of Achievement: Teacher and Administrator Handbook (Alberta Education, 2009) Guide to Education: ECS to Grade 12 (Alberta Education) Effective Student Assessment and Evaluation in the Classroom (Alberta Education, 2006) How to Grade for Learning (OConnor, 2002) Kindergarten Program Statement (Alberta Education, 2008) Making the Grade: What Benefits Students? (Guskey, Educational Leadership, 52(2), 1994, p. 14-20) Principles for Fair Student Assessment Practices for Education in Canada (1993) A Repair Kit for Grading: 15 Fixes for Broken Grades (OConnor, 2007) Research on Grade Retention: http://www.oise.utoronto.ca/rspe/researchforparents/ Smerging Data: GradingMore Than Just Number Crunching (AAC, 2001) Teaching Quality Standard (Alberta Education Policy 4.2.1, 1997)

Amended:

May 2013

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Administrative Procedure 360 Student Assessment Appendix A ______________________________________________________________________

Correlation Chart for Levels of Achievement
Correlation to Alberta Educations Provincial Exam Standards (Grades 3, 6, 9, 12) Correlation to Alberta Educations Grade Level of Achievement Reporting (GLA) (Grades 1-9) Senior High Approximate % Ranges Grades 10-12 only Senior High Approximate % Correlations Grades 10-12 only

BRSD - Levels Of Achievement (Grades 1-9)

4 Level Range (K-12)

BEGINNING

Below Acceptable Standard (0-49%) 1-1.4

Below Grade Level

0-49

DEVELOPING

1.5-2.4 Acceptable Standard (50-79%) At Grade Level

50-66

1.0= 0-10% 1.1 = 11-19% 1.2 = 20-29% 1.3 = 30-39% 1.4 = 40-49% 1.5 = 50-51% 1.6 = 52-53% 1.7 = 53-54% 1.8 = 55-56% 1.9 = 57-58% 2.0 = 59-60% 2.1 = 61-62% 2.2 = 63-64% 2.3 = 64-65% 2.4 = 65-66% 2.5 = 67-68% 2.6 = 68-69% 2.7 = 69-70% 2.8 = 71-72% 2.9 = 73-74% 3.0 = 75-76% 3.1 = 77-78% 3.2 = 79-80% 3.3 = 81-82% 3.4 = 82-83% 3.5 = 84-87% 3.6 = 88-90% 3.7 = 91-93% 3.8 = 94-96% 3.9 = 97-99% 4.0 = 100%

ACHIEVING

2.5-3.4

67-83

EXCELLING

3.5-4.0

Standard of Excellence (80-100%)

84-100

About the Correlation Chart: The correlation chart is a framework to inform, but not restrict, professional judgment. Anytime a calculation is used to determine an overall grade, a teacher must check the calculated grade against his or her professional judgment of a students achievement. A body of curriculum-aligned evidenceobservations, conversations and productsinforms professional judgment. Percentage correlations are only used in Grades 10-12 when converting overall progress/achievement in a course. This correlation chart may be used as a guideline in grades 7-9 when an overall percentage is requested. The correlations chart is not intended for the conversion of traditional percentage grades to levels of achievement on individual assignments. It is intended to support Teacher Professional Judgement upon the accumulation of significant evidence of learning that is recorded in levels of achievement in the mark book. The % ranges are not imported to lower grade levels. Both level and percentage will print on the senior high report card, at the mid-term and final report stages. Two-letter abbreviations are used for senior high (i.e. BG, DV, AC, EX). Battle River School Division No. 31 Administrative Procedure #360 Appendix A Amended September 2012

Administrative Procedure 360 Student Assessment Appendix B ______________________________________________________________________

THE PROMOTION/RETENTION CHECKLIST

The following checklist is designed to help in making the important decision about whether or not retention will be of benefit to a child. The more checks in the True column, the more likely that retention will benefit the child. Numerous checks in the False column suggest that retention is likely to NOT be beneficial in the long term. TRUE FALSE VARIABLE

LEARNING ABILITY/INTELLIGENCE The child has average to above average ability AGE The child is at the younger end of his/her grade placement. MATURITY The child is socially immature compared to others in class. BEHAVIOR/EMOTIONAL NEEDS Low skills are NOT the result of behavioural/emotional problems. SPECIAL EDUCATION NEEDS The child does NOT manifest a learning disability or other special needs. GRADE IN SCHOOL The child is in the early grades (ECS or Grade One) PARENTAL INVOLVEMENT Parents/guardians are strongly committed and involved in their childs education and will work cooperatively with the school. SIBLING(s) If held back a year, conflicts will NOT occur with other siblings grade placements. (i.e. siblings winding up in same grade). ACADEMIC SKILLS The child is significantly lagging behind others in skill development SELF CONFIDENCE/SELF CONCEPT The child appears very frustrated and dislikes school because of difficulty keeping up. PHYSICAL SIZE Size will not make the child stand out significantly.
Recommendation: School: ___________________________ Parent/Guardian:________________________ Principals Signature: ________________________ Date: ________________________

Where retention is recommended, contact Superintendents designate. Division Recommendation: _______________ Designates Signature: __________________ Final Decision: _______________________________________________________________