STUDENT ASSESSMENT AND EVALUATION POLICY

Transcription

1 STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0 ASSESSMENT AND STUDENTS WITH SPECIAL NEEDS 6.0 EXTERNAL LARGE-SCALE ASSESSMENT 7.0 COMMUNICATING STUDENT LEARNING 8.0 IMPLEMENTATION 9.0 REFERENCES 1.0 GENERAL PRINCIPLES 1.1 Assessment, evaluation and the communication of information about student learning are essential components of the educational process. 1.2 Assessment is the systematic process of gathering information on student learning. Evaluation is the process of analyzing, reflecting upon and summarizing assessment information, and making judgements or decisions based upon the information gathered. 1.3 Effective assessment and evaluation systems: Allow students to understand better their general characteristics as learners, contributing to their becoming life-long learners; Provide valuable information to the teacher in developing more effective teaching practices in relation to individuals and groups of students; Acknowledge the age, gender, culture, ethnicity, race, religion, socioeconomic status, abilities, educational backgrounds and learning opportunities of students; Provide a valid basis for communicating student progress toward expected outcomes to students, parents/guardians, and other educators; STUDENT ASSESSMENT AND EVALUATION POLICY Page 1 of 4 Approved April 25, 2000

2 1.3.5 Allow teachers to identify the special needs of students and to participate effectively in the program planning process and in the development and updating of an individual program plan (IPP) as needed. 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 2.1 Student assessment and evaluation will comply with the policies and procedures of the Department of Education as set out in the Public School Programs and the Special Education Policy Manual (1996). 3.0 IMPACT ON PARTNERS IN EDUCATION 3.1 The Board will implement appropriate professional development for teachers, support staff and administrators in the area of student assessment and evaluation. 3.2 The Board will inform, consult with and seek participation from parents and School Advisory Councils about student assessment and evaluation. 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 4.1 Assessment and evaluation systems, including procedures, practices, tasks and uses, will be fair to all students. 4.2 The Principles for Fair Student Assessment Practices for Education in Canada (1993) will be followed in order to achieve fairness. 4.3 Assessment and evaluation will accurately reflect a student s knowledge, skills and attitudes by minimizing the impact of biases on student performance, including the biases of those who develop, administer, and interpret assessments and the biases embedded in particular assessment formats and content material. 5.0 ASSESSMENT AND STUDENTS WITH SPECIAL NEEDS 5.1 Assessment and evaluation of students with special needs will be continuous and utilize a range and variety of approaches. 5.2 Appropriate adaptations will be available to students with special needs, as part of any assessment and evaluation process. STUDENT ASSESSMENT AND EVALUATION POLICY Page 2 of 4 Approved April 25, 2000

3 5.3 Individual Programs Plans for students with special needs will include how the student's progress will be assessed and evaluated. 5.4 Qualified school board personnel will conduct formal individual assessments of individual students, only after obtaining informed written consent from parent(s)/guardian(s). 6.0 EXTERNAL LARGE-SCALE ASSESSMENT 6.1 The HRSB will evaluate the success of its programs in part by using the results from large-scale student assessments mandated by the Department of Education. 6.2 External assessment information should assist and support, not replace, teacher judgement in assessing and evaluating student achievement. 7.0 COMMUNICATING STUDENT LEARNING 7.1 Parents and guardians will be regularly informed about the expected curriculum outcomes and the student s progress in relation to them. 7.2 Each school will implement procedures that enable parent/guardian participation in developing effective communication between home and school. 7.3 Each school will share information respecting curriculum guides, the Public School Programs, and expected learning outcomes, as well as the routines, procedures, constraints and opportunities of the classroom learning environment. 7.4 Each school will develop a written plan for communicating the expected outcomes and the student s progress in relation to them, entitled the School Plan for Communicating Student Learning. 7.5 The School Plan for Communicating Student Learning will be reviewed by the school community no less than every three years and will be approved by the Assistant Superintendent or designated staff prior to implementation. 7.6 The School Plan for Communicating Student Learning will adopt the standard Board report card, or a report card authorized by the Board. STUDENT ASSESSMENT AND EVALUATION POLICY Page 3 of 4 Approved April 25, 2000

4 8.0 IMPLEMENTATION 8.1 The Superintendent is authorized to develop procedures and implement according to the terms of the approved policy. 9.0 REFERENCES The Education Act, Sections 24(4), 26(1), 26(2), 38(1), 38(2), 64(2)(d)(o). Principles for Fair Student Assessment Practices for Education in Canada. (1993). Edmonton, Alberta: Joint Advisory Committee. Public School Programs, Nova Scotia Department of Education. Special Education Policy Manual (1996, amended 1997). Department of Education (policies 2.1, 2.2, 2.4, 2.5, 2.6). STUDENT ASSESSMENT AND EVALUATION POLICY Page 4 of 4 Approved April 25, 2000

5 STUDENT ASSESSMENT AND EVALUATION PROCEDURES PROCEDURES CONTENTS 1.0 THE PURPOSES OF ASSESSMENT AND EVALUATION 2.0 FRAMEWORK FOR STUDENT ASSESSMENT AND EVALUATION 3.0 PROFESSIONAL DEVELOPMENT OF STAFF AND COMMUNITY ENGAGEMENT 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0 ASSESSING AND EVALUATING STUDENTS WITH SPECIAL NEEDS 6.0 EXTERNAL LARGE-SCALE ASSESSMENT 7.0 COMMUNICATING STUDENT LEARNING 8.0 THE STANDARD BOARD-AUTHORIZED REPORT CARDS 9.0 SCHOOL-BASED ALTERNATIVE TO THE STANDARD REPORT CARD 10.0 STUDENT PARTICIPATION IN ASSESSING AND EVALUATING LEARNING 11.0 PROFESSIONAL SUPPORT STAFF REPORTING ON STUDENT LEARNING 12.0 GRADE LEVEL PLACEMENT DECISIONS 13.0 ANCILLARY PROCEDURES SEPTEMBER 2001 PROCEDURES APPENDICES Appendix 1 Appendix 2. Programming Adaptations Report Consent for Services Form 1.0 The Purposes of Assessment and Evaluation 1.1 Teachers will ensure that assessment and evaluation are designed to improve student learning. 2.0 Framework for Student Assessment and Evaluation 2.1 Teachers will base the assessment, evaluation, and communication of student learning on the Department of Education s programs and course descriptions and on statements of expected learning outcomes. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 1 of 12

6 2.2 Teachers reports on a student s progress should focus on the individual student s growth and achievements in relation to expected learning outcomes rather than on the student s growth and achievement relative to other students. 3.0 Professional Development of Staff and Community Engagement 3.1 The Board will provide staff with opportunities to develop their understanding and practice in relation to the Student Assessment and Evaluation Policy and these procedures. 3.2 The Board will support schools in creating effective communication within the school community in regard to the expected learning outcomes and students progress in relation to them. 3.3 The principal is responsible for monitoring the application of the Student Assessment and Evaluation Policy and these procedures, and for providing support to teachers in appropriate professional development, as needed. 3.4 Teachers will continue to develop their understanding and to improve their practice in relation to the Student Assessment and Evaluation Policy and these procedures. 4.0 Fair Assessment and Evaluation Practices 4.1 Teachers will follow the Principles for Fair Student Assessment Practices for Education in Canada (1993). Pathway Research 4.2 Teachers will use a broad range of assessment strategies and tasks to afford students multiple opportunities and a variety of ways to demonstrate their knowledge, skills and attitudes. 4.3 Teachers will use assessment strategies and tasks that are appropriate to the expected learning outcomes and are compatible with the instructional approaches used. 4.4 Teachers will on an ongoing basis inform students of the purposes and processes relating to assessing and evaluating student learning. 4.5 In designing their assessment practices, teachers will consider Aboriginal and/or cultural background, language proficiency and prior experience in order to afford all students equitable opportunities to demonstrate their achievement of the expected learning outcomes. 4.6 Teachers will make appropriate adaptations to assessment tasks and strategies to ensure that all students have equitable opportunities to demonstrate their achievement of expected learning outcomes. Teachers will record such adaptations on the Programming Adaptations Form (Appendix 1). 4.7 In evaluating student learning, teachers will: STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 2 of 12

7 Develop clear criteria, indicators, guidelines or rubrics for assigning marks or grades to student work (generated by the teacher, student, or teacher and students together). Synthesize information from multiple sources Weigh and balance all available information Use professional judgement in making decisions based upon that information. 4.8 In communicating student learning, teachers will provide clear, honest and well-supported information on student progress and the achievement of the expected learning outcomes. In so doing, teachers will consider how they might communicate in ways that sustain students beliefs in themselves as learners. 4.9 Teachers responsible for the same grade (grade 3, for example) or course (Child Studies 11, for example) within a school will establish common expectations for levels of student achievement in regard to learning outcomes, and will evaluate student learning in light of these expectations. 5.0 Assessing and Evaluating Students with Special Needs 5.1 Teachers will communicate to students with special needs and to their parents/guardians the programming adaptations required for assessing and evaluating achievement and growth relative to the expected learning outcomes. Teachers will record such adaptations on the Programming Adaptations Form (see Appendix 1). 5.2 Individual Program Plans will include how the student s progress and achievement will be assessed, evaluated, and communicated. 5.3 When reporting on the achievement of students on Individual Program Plans, teachers will base evaluations primarily on the student s progress in meeting individualized outcomes. 5.4 Teachers will review such assessment results as may be provided by qualified personnel to assist program planning for students with special needs 5.5 The school board will ensure that qualified individuals conduct formal individual assessments, interpret the assessment results and provide recommendations based on assessment results to parents/guardians, teachers and others involved with the student s program The phrase formal individual assessment refers to an individual assessment performed by a qualified professional using formal assessment instruments, such as standardized tests, as well as other sources of information. It is intended to produce diagnostic information about the student s ability. Formal assessment instruments have standardized procedures for administration, scoring and interpretation. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 3 of 12

8 5.6 Principals have the following responsibilities in regard to the assessment of students with special needs: To ensure that parents/guardians are aware of the school board s policies and procedures for identification, referral, and assessment of students with special needs at the time of registration or early in the school year, To ensure that parents/guardians are consulted about and are in agreement with a referral for formal individual assessment being initiated by the school to school board personnel To obtain in writing informed parental/guardian consent before any formal individual assessment and/or consultation is carried out by school board personnel. Principals and other school board personnel will use the Consent for Service Form in obtaining this consent (see Appendix 2) To ensure the results of formal individual assessments are communicated to parents/guardians within a reasonable time of the completion of the assessments, To provide to parents/guardians a copy of the written results of formal individual assessments of their child upon receipt by the school or at the time of the results being discussed with them by qualified school board personnel. 6.0 External Large-scale Assessment 6.1 Teachers will participate in the training for, development of and administration of such external large-scale assessment instruments as are required by the Minister of Education. 7.0 Communicating Student Learning 7.1 The principal is responsible for developing the School Plan for Communicating Student Learning in collaboration with the diverse school community. 7.2 The principal will submit the School Plan to the area Assistant Superintendent or designate by the last day of April for implementation in the following September. 7.3 The School Plan for Communicating Student Learning will include the following components: definitions STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 4 of 12

9 a clear statement that the assessment and evaluation of student learning is done with reference to the Department s expected learning outcomes general description of the range of methods used to assess student learning school year calendar relating to communicating expectations and student learning a clear but brief user s guide to understanding the school report card information relating to the Parent Concern Protocol which stipulates the process by which a review of a student s progress in the student s school program, including academic performance, will be conducted information relating to when and how the School Plan will be reviewed (between one and three years) information relating to the identification, assessment, referral and program planning for students with special needs expectations for informing parents/guardians of school concerns relating to a student s progress provisions to assist parents/guardians for whom the standard forms of communication are inappropriate. 7.4 The principal will submit to the area assistant superintendent for approval the School Plan for Communicating Student Learning, with a covering letter addressing the following: form of involvement of staff and parents/guardians in developing the School Plan. how the School Plan will be introduced to the school community, including the intended start-up date for implementing the School Plan. background information relating to any element of the School Plan that might vary from the procedures contained in this document. where applicable, rationale for developing, description of the process, and indication of support from the school community for a school-based report card. 7.5 School Plans will take account of the following parameters: Schools will communicate student progress and achievement using a standard Board-authorized report card on at least two occasions during the school year at roughly equal intervals. (This requirement may not apply to individual students whose Individual Program Plan specifies other arrangements; cf. 5.2) Semestered senior high courses will report to parents/guardians in writing on two occasions over the course of the semester, and will use a standard Board-authorized report card at the end of the course.. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 5 of 12

10 7.5.3 Schools will schedule at least two occasions each year for parents/guardians to meet with teachers in order to review the progress and achievement of their children. Invitations will be extended to all parents/guardians. Students may also participate in these meetings, as organised by the teacher Schools will offer at least two sessions each year, the purpose of which is to inform the school community about aspects of the curriculum and the expected learning outcomes School Plans for Communicating Student Learning will be written in a manner appropriate to the audience - the school community. 8.0 The Standard Board-authorized Report Cards 8.1 All schools will use Board authorized report cards beginning in the school year. 9.0 School-based Alternative to the Standard Report Card 9.1 Schools electing to develop a school-based report card in place of the standard Board-authorized report cards will follow these guidelines All report cards, including school-based report cards, must conform to the policies and procedures of the Halifax Regional School Board and the Department of Education, including the direction that reports on a student s progress should focus on the individual student s growth and development in comparison with the expectations of the provincial program. Reports should not make comparisons with other students or classes. It is of the utmost importance that the reporting system reflect the aims of the program, and that from the report, students and parents can readily understand the individual s development and level of performance in relation to the program s expected learning outcomes. (Public School Program: , Department of Education (1999) All the schools will use a Board-authorized report card as one of the means of communicating the progress and achievement of students to parent/guardians and students. Commencing in , a school may undertake the development of a school-based alternative report card. While developing the school-based report card, the school will continue to use existing Board-authorized report cards The principal will create a working group with the responsibility of exploring and developing a school-based report card. The working group will be composed of a school administrator, classroom teachers, STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 6 of 12

11 parents/guardians, and others deemed necessary by the principal in consultation with the school staff The working group will assist the principal in articulating the reasons the community has chosen to develop a school-based report card. The principal will include this rationale in the letter to the area assistant superintendent accompanying the proposed School Plan for Communicating Student Learning (see Procedure 7.4) The working group will examine educational research relating to the assessment, evaluation and communication of student learning, as well as research relating to the process of developing a report card. The working group will undertake a review of report cards within the Board and in other jurisdictions as part of process of developing a school-based report card The working group will consider the communication needs of all parents/guardians in developing the school-based report card, including parents/guardians who have limited proficiency in the English The following are required components of all report cards, within the Halifax Regional School Board: the name of the school board the name of the school name of student and identification number (if applicable) the name of the teacher(s) the name of the principal the school year the reporting period grade enrolled in the course or curriculum area reported on the grade achieved if appropriate, and/or an area or areas available for anecdotal/narrative reporting promotion/placement information explanations of any codes used on the report card and other explanations that would assist students, parents and guardians in their understanding of the report card indication that the student has an Individual Program Plan for all or parts of the curriculum as needed, information relating to learner qualities (self-directed learner, problem solver, collaborative worker, etc.) indication that there is additional written material relating to student progress & achievement attached to the report summary report of student attendance for each reporting period section for parent/guardian and/or student input or response STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 7 of 12

12 9.1.8 The School Plan for Communicating Student Learning will indicate when in the course of the school year the proposed school-based report card will be used The School Plan for Communicating Student Learning will indicate when and how the school community will review the effectiveness of the proposed report card The principal will ensure teachers develop and employ the skills required to use effectively the proposed school-based report card Student Participation in Assessing and Evaluating Learning 10.1 Teachers will assist students in becoming aware of the learning outcomes for which they are responsible as well as the criteria by which their work will be assessed and/or evaluated Teachers will establish tasks and routines that actively involve students in the assessment and evaluation of their learning Professional Support Staff Reporting on Student Learning 11.1 The principal is responsible for receiving, disseminating, documenting and storing reports of formal individual assessments from school board personnel and/or outside agencies The phrase formal individual assessment refers to an individual assessment performed by a qualified professional using formal assessment instruments, such as standardized tests, as well as other sources of information. It is intended to produce diagnostic information about the student s ability. Formal assessment instruments have standardized procedures for administration, scoring and interpretation The principal will ensure that results of formal individual assessments received by the principal are made known to members of the student s program planning team The principal will ensure that results of formal individual assessments are documented in the student s Cumulative Record Folder and stored in the Folder or, in the case of confidential records, in the Special Documents Envelop located in the Cumulative Record Folder Professional support staff (such as resource teachers, speech language pathologists, school psychologists) will report in writing on students with identified special needs for whom they have provided sustained support services. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 8 of 12

13 12.0 Grade Level Placement Decisions 12.1 The principal will review recommendations made by teachers respecting the grade level placements of students for the following school year In cases when the grade level placement for the following year is in question, the principal will make a decision in consultation with others, including teachers, the parent(s)/guardian(s) of the student, and when appropriate the student. References 1. Principles for Fair Student Assessment Practices for Education in Canada. (1993). Edmonton, Alberta: Joint Advisory Committee. Pathway Research STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 9 of 12

14 13.0 Ancillary Procedures September Elementary Schools Teachers will achieve balanced assessment of student learning by incorporating a variety of assessment strategies. Assessment strategies include but are not limited to portfolios, work samples, models, oral and/or written journals/reports/logs/presentations, performances, graphic/visual representations, experiments, concept maps, quizzes, tests, debates, projects, checklists, anecdotal records, conferences, surveys, and observations When communicating student learning formally or informally, teachers will make every effort to provide clear and straightforward information as to the student s progress in relation to expected learning outcomes The emphasis in communicating student learning to both students and parents/guardians will be descriptive commentary rather than letters and numerical grades Junior High Schools Teachers will achieve balanced assessment of student learning by incorporating a variety of assessment strategies. Assessment strategies include but are not limited to portfolios, work samples, models, oral and/or written journals/reports/logs/presentations, performances, graphic/visual representations, experiments, concept maps, quizzes, tests, debates, projects, checklists, anecdotal records, conferences, surveys, and observations No more than one third of a student s final evaluation will be derived from tests and quizzes. However, the principal may in exceptional circumstances vary this as the principal deems necessary Teachers of grade nine students will assess student learning in part by having students undertake a cumulative assessment event during their final term in grade nine This cumulative assessment event, which may take the form of a written examination, should allow students to demonstrate an appropriate range of the expected learning outcomes of the course(s) of study, and as such forms an integral component of the teacher s assessment and evaluation plan No student will be exempt from the cumulative assessment event except on the basis of exceptional circumstances or as determined by an individual program plan The cumulative assessment event will be weighted at no more than one quarter of the student s final term mark in the course(s) of which it is a part. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 10 of 12

15 The administration of the school may alter the school schedule to accommodate these assessment events, as detailed by the school in its School Plan for Communicating Student Learning No written examinations will be given at the junior high level with the exception of those falling under the provisions of the above procedure (Ancillary Procedures September 2001: Junior High Schools ) When communicating student learning formally or informally, teachers will make every effort to provide clear and straightforward information as to the student s achievement in relation to expected learning outcomes Senior High Schools Teachers will achieve balanced assessment of student learning by incorporating a variety of assessment strategies. Assessment strategies include but are not limited to portfolios, work samples, models, oral and/or written journals/reports/logs/presentations, performances, graphic/visual representations, experiments, concept maps, quizzes, tests, debates, projects, checklists, anecdotal records, conferences, surveys, and observations In the first week of the course, the student will receive a written outline of the assessment and evaluation plan, including components and values, for that course. The teacher will inform students if and when the teacher makes changes to the plan Teachers will employ both written tests, quizzes and examinations as well as performance assessment strategies in an appropriate balance as indicated by the relevant course guide. In no course will tests, quizzes and examinations account in total for more than 60% of the final mark No single assessment event, including an examination, will be valued at more than 30% of the final course mark All courses must include a final assessment event that allows students to demonstrate an appropriate range of the expected learning outcomes of the course. For most courses, this event will be a written examination, as commonly understood by the school community, scheduled during the examination period. This final assessment, whether an examination or an alternative assessment event, will not constitute more than 30% of the final course mark Semestered courses that assess student learning in part by written examination will have only one examination. Non-semestered courses that assess student learning by written examination may have one or two examinations for the course. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 11 of 12

16 School plans relating to exemptions from final assessment events on any basis other than exceptional personal circumstances are permitted on the following terms: Exemptions may be based on exemplary attendance in all courses in which the student is enrolled within any one semester or within the school year for non-semestered schools Exemptions will not be based on the student s academic performance, including accumulated term mark or performance on an earlier examination A student may request to be exempt from no more than one final examination per semester in semestered high schools, or no more than two final examinations in non-semestered high schools, provided that the student has completed all major assessment components (other than the examination) within each course for which an exemption is requested. A student cannot be exempted from an APEF examination except on the terms laid down by the Department of Education and the Atlantic Provinces Education Foundation The principal is responsible for ensuring the fairness of the administration of the exemption plan The code MD (mark deferred) may be used in exceptional circumstances on reports of students for whom insufficient information is available to evaluate fairly their achievement When communicating student learning formally or informally, teachers will make every effort to provide clear and straightforward information as to the student s progress in relation to expected learning outcomes Students and parents have the right to a review of any single assessment Students or parents/guardians should first contact the teacher in writing regarding the assessment they wish to have reviewed. The teacher will respond to the substance of this communication in a timely manner (no more than three school days) by telephone or meeting. The teacher will make a record of the conversation or meeting If students or parents/guardians are not satisfied with the results of this review of the assessment by the teacher, they may contact the principal in writing requesting a further examination of the assessment. The principal will then meet with the parties involved with a view to resolving the situation. In the event that a resolution acceptable to all parties is not reached, the principal will make a final determination respecting the assessment in question. STUDENT ASSESSMENT AND EVALUATION: PROCEDURES Page 12 of 12