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Battle River School Division No. 31 September 2012  Administrative Procedures Manual Page 1 of 10
Administrative Procedure 360
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 risk-taking, ongoing professional growth, and commitment to continuous improvement.
1. Purposes of Assessment and Teacher Professional Judgment 1.1 Background 1.1.1 Collection of Evidence
a. The collection of evidence
related to a student’s 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 student’s enrolled grade level, are provided to address a student’s special education needs.
Battle River School Division No. 31 September 2010  Administrative Procedures Manual Page 2 of 10
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 student’s
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 student’s individual achievement within the
context of partner or group work; differentiating the evidence that best reflects each
student’s 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
Bloom’s Taxonomy) should be emphasized over lower levels
of cognition and rote learning.
Battle River School Division No. 31 September 2010  Administrative Procedures Manual Page 3 of 10
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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