Academic portfolios provide the framework for ongoing communication of student learning. Baseline assessment and personalized targets create a purposeful trajectory for instruction. Rubrics, continuums and performance standards serve as the backdrop for the story of learning. The purposeful collection of evidence highlights growth, illuminates next steps and authenticates conferencing and summative reporting.

SD57 has district resource teachers who support teachers through professional development opportunities as well as one-on-one classroom support. For help with assessment in particular, there is a strong focus on developing and using frameworks to reflect standards-based assessment practice: aligning daily instruction to standards; designing tasks that reflect the cognitive complexity of standards; clarifying, sharing and understanding learning intentions and success criteria; creating rubrics that describe quality; using descriptions of quality as feedback to move learning forward; and communicating learning in a timely and ongoing way to stakeholders.

Principles of Quality Assessment

The following principles have been taken from the B.C. Ministry of Education website and provide a foundation for the development of classroom assessment, evaluation and communication of student learning. These principles are intended to provide teachers with guidance for classroom assessment that aligns with the redesigned curricula.

Quality Assessment ...

  • is fair, transparent, meaningful and responsive to  all learners

  • focuses on all three components of the curriculum model – knowing, doing, understanding

  • provides ongoing descriptive feedback to students

  • is ongoing, timely, specific, and embedded in day to day instruction

  • provides varied and multiple opportunities for learners to demonstrate their learning

  • involves student in their learning

  • promotes development of student self-assessment  and goal setting for next steps in learning

  • allows for a collection of student work to be gathered over time to provide a full profile of the learner and learning

  • communicates clearly to the learner and parents where the student is, what they are working towards and the ways that learning can be supported

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School District 57 Curriculum & Innovation