Grades 5 to 8 English Language Arts: A Foundation for

Implementation
Implementation Overview: Grades 5 to 8
English Language Arts Classroom Assessment

Assessment is "a systematic process of gathering information about what a student knows, is able to do,
and is learning to do." (Manitoba Education and Training and Training, Reporting on Student Progress
and Achievement, 1997.) Assessment is an integral part of instruction that enhances, empowers, and
celebrates student learning.

Meaningful Assessment

Assessment should occur in authentic contexts that allow students to demonstrate learning by performing
meaningful tasks. Meaningful assessment achieves a purpose and provides clear and useful information.
For example, it may identify misunderstandings in student learning, and provide corrective feedback and
direction for further instruction. Assessment improves instruction and learning.

Meaningful content and contexts for assessment help students by engaging their attention and
encouraging them to share their work and talk about their processes. Students need to take an active part
in assessment. When students understand assessment criteria and procedures and take ownership for
assessing the quality, quantity, and processes of their own work, they develop self-assessment skills. The
ultimate goal of assessment is to develop independent life-long learners who regularly monitor and assess
their own progress.

The Teacher’s Role in Assessment

In the classroom, teachers are the primary assessors of students. Teachers design assessment tools with
two broad purposes: to collect information that will inform classroom instruction, and to monitor
students’ progress towards achieving year-end language arts learning outcomes and the seven standards of
student performance. Teachers also assist students in developing self-monitoring and self-assessment
skills and strategies. To do this effectively, teachers must ensure that students are involved in setting
learning goals, developing action plans, and using assessment processes to monitor their achievement of
goals. Teachers also create frequent opportunities for students to celebrate their progress and successes.
Teachers learn about student learning and progress by regularly and systematically observing students in
action, and by interacting with students during instruction. Because students’ knowledge, and many of
their skills, strategies, and attitudes are internal processes, teachers gather data and make judgements
based on observing and assessing students’ interactions, performances, and products or work samples.

Teachers demonstrate that assessment is an essential part of learning. They model effective assessment
strategies and include students in the development of assessment procedures such as creating rubrics or
checklists. Teachers often collaborate with parents and colleagues regarding student assessment.

Assessment Purposes and Audiences

The quality of assessment largely determines the quality of evaluation. Valid judgements can be made
only if accurate and complete assessment data are collected in a variety of contexts over time. Managing
assessment that serves a multitude of purposes and audiences is a challenging task. Teachers must
continually balance not only the assessment of their students’ progress in the development of knowledge,
skills and strategies, and attitudes, but also their own purposes and audiences for information collected
during assessment.

A chart identifying some of the purposes and audiences teachers need to consider when making
assessment decisions can be found on p. 22 of Grades 5 to 8 English Language Arts: A Foundation
for Implementation.
Principles of Classroom-Based Assessment

Classroom-based assessment provides regular feedback and allows teachers and students to reflect on
progress and adjust instruction and learning accordingly. See the chart below entitled Principles of
Assessment that Assist Learning and Inform Instruction for a summary of key principles.

Principles of Assessment that Assist Learning and Inform Instruction

1. An Integral Part of 2. Continuous and 3. Authentic and Meaningful
Instruction and Learning Ongoing Language Learning Processes
and Contexts

Assessment . . . Assessment . . . Assessment . . .

is meaningful to occurs through all focusses on connecting prior
students instructional activities knowledge and new knowledge
(observations, responses, logs) (integration of information)
leads to goal setting
occurs systematically focusses on authentic literacy
fosters
over a period of time contexts and tasks
transfer/integration with other
curricular areas and application demonstrates progress focusses on application of
to daily life towards achievement of learning strategies for constructing meaning in
outcomes new contexts
reflects instructional
strategies used

uses a wide variety of

strategies and tools

reflects a definite
purpose

4. Collaborative and 5. Multidimensional -- 6. Developmentally and

Reflective Process Incorporating a Variety of Culturally Appropriate
Tasks

Assessment . . . Assessment . . . Assessment . . .

encourages
meaningful student
involvement and reflection
involves parents as
partners
uses a variety of
authentic strategies, tasks, and
tools
is completed for a
variety of purposes and
is suited to students'
developmental levels
is sensitive to diverse social,
cultural, and linguistic backgrounds
 reaches out to the audiences is unbiased
community
reflects instructional
focuses on tasks
collaborative review of
products and processes to draw
conclusions

involves a team
approach

7. Focused on Students' 8. Based on How Students 9. Offer Clear Performance

Strengths Learn Targets

Assessment . . . Assessment . . . Assessment . . .

identifies what uses sound educational encourages student
students can do and are practice based on current involvement (setting criteria,
learning to do learning theory and brain measuring progress, working towards
research outcomes and standards)
identifies
competencies in the fosters development of encourages application
development of knowledge, metacognition beyond the classroom
skills and strategies, and
considers multiple provides a basis for goal
attitudes
intelligences and learning styles setting
considers preferred
uses collaborative and provides students with a
learning styles
co-operative strategies sense of achievement
focuses on
considers research on provides information that
celebrations of progress and
the role of memory in learning compares a student's performance to
success
predetermined criteria or standards
reflects current models
provides for
of language learning
differentiation

provides information
to compare a student's
performance with his/her other
performances
 Classroom-Based Assessment and the Seven Language Arts Standards

The English language arts standards of student performance identify expectations for literacy knowledge,
skills and strategies, and attitudes at Grade 6. The Grade 6 standards are explained in Grades 5 to 8
English Language Arts: Manitoba Curriculum Framework of Outcomes and Grade 6 Standards
(1996). When classroom-based assessment is conducted in conjunction with the standards, it provides
information about which knowledge, skills and strategies, and attitudes students have acquired, exceeded,
or need to achieve.

Provincial standards tests for Grade 3, Grade 6, and Senior 1 are based on the learning outcomes and
standards articulated for each of these grades.

Additional classroom assessment information and examples are provided in this document in the
following sections:

 Suggestions for Assessment column of the four-column section. Suggestions in this column indicate ways
to assess achievement of specific learning outcomes. Suggested Learning Resources list the references.

 Strategies That Make a Difference chapter. Suggestions in this chapter relate to the instructional
strategies provided. Specific tools and strategies for classroom-based assessment are described in Section III:
Assessment.

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