ACADEMIC ASSESSMENT

In the River East Transcona School Division, there is a clear focus on the student learning outcomes which have been outlined in the curriculum documents provided by the Manitoba Department of Education, Citizenship and Youth (MECY). Teaching, learning, and assessment are integrated processes in our classrooms. Ongoing assessment is necessary for teachers to be able to gauge what students have learned, and what they still need to learn.

In brief, this academic assessment has several purposes:

• The information may be used to plan learning experiences which address class learning profiles.
• The information may be used to support individual student learning needs.
• Evaluation of the assessment results is shared with students and reported to parents.

Documents from Manitoba Education, Citizenship and Youth which support our assessment practices include:

Rethinking Classroom Assessment with Purpose in Mind © 2006

Communicating Student Learning; Guidelines for Schools © 2008

Assessment in River East Transcona School Division

River East Transcona School division uses research-based principles of assessment for learning to guide classroom practice:

Assessment FOR Learning: “Assessment FOR learning is the process of seeking and interpreting evidence FOR use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.” (Assessment Reform Group 2000).

Assessment OF Learning: “Assessment OF Learning is summarized information collected about learning in order to share that information with others.” (Alberta Assessment Consortium)

When we collect evidence of student learning, triangulation provides three ways to ensure our assessments are reliable and valid:

Observation of Process
Conversations about Learning	Collection of Products

© Anne Davies. (2000). From Making Classroom Assessment Work, pages 35-36. Courtenay, BC: Connections Publishing. Used with permission.

For further information, please review our policies:

RETSD Assessment Policy

RETSD Reporting Policy

Assessment and reporting practices in the River East Transcona School Division follow the guidelines set by Manitoba Education, Citizenship and Youth.

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Report Cards

Early Years

Students from kindergarten to Grade 4 (Transcona area) and kindergarten to Grade 6 (River East area) receive an outcome-based, anecdotal report card that reflects their academic achievement. The early years report card uses the following performance scale:

5 - demonstrates mastery of the term outcomes.
4 - consistently meets the term outcomes.
3 - usually meets the term outcomes.
2 - approaches the term outcomes.
1 - does not meet the term outcomes.

Middle Years

Students in the middle years receive an outcome-based, anecdotal report card that reflects their academic achievement and indicators of student engagement. As per MECY guidelines, academic achievement and attitude, work habits and behaviour are reported separately.

The middle years report card uses the following academic performance scale to communicate student learning:

4 – Consistently demonstrates curricular outcomes
3 – Frequently demonstrates curricular outcomes
2 – Occasionally demonstrates curricular outcomes
1 – Does not yet demonstrate curricular outcomes
N/A – Not applicable this reporting period.

The middle years report card uses the following descriptors to communicate indicators of student engagement:

ES – Established
Consistently demonstrates expectations

DE – Developing
Frequently demonstrates expectations

EM – Emerging
Occasionally demonstrates expectations
Indicators of student engagement include:
Demonstrates an interest in learning
Engages in self/peer assessment to set goals
Participates actively in learning
Fulfills assignment expectations

Senior Years

We are moving towards implementation of outcome-based reporting for senior years students. Students from grades 9 to 12 receive percentage marks.

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Provincial Assessment Schedule for 2009-2010

http://www.edu.gov.mb.ca/k12/assess/s_tests/testing_dates_09-10.pdf

Provincial reports containing a range of student achievement information, including results from provincial assessments, are contained in a series of documents entitled A Profile of Student Learning and Peformance in Manitoba.

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The Role of the Student Assessment / Library Programming Consultant

The assessment consultant supports teachers and administrators in understanding and applying the many aspects of classroom-based assessment. The purpose of classroom-based assessment is to inform instruction by providing information about student learning. Assessment is an integral part of instruction that enhances, empowers, and celebrates student learning. The assessment consultant:

Supports teachers with classroom-based assessment

• Provide information on assessment research and methods
• Provide professional development on assessment topics, including collecting evidence of student learning and triangulated   assessment
• Collaborate with consultants to incorporate assessment into teaching and learning in specific subject areas
• Collaborate with the technology team, re: report card comments, work design and data preparation
• Provide professional development for teachers in outcome-based reporting
• Provide information for parents
• Work with the divisional report card committee for feedback and suggestions

Supports parents with assessment [Assessment FOR Learning]

• Provide information and support to parent advisory councils
• Facilitate school-based parent meetings

Provides support for divisional assessments [Assessment OF Learning]

• Collaborate with divisional consultants in the development and translation of assessment materials
• Provide professional development to teachers as preparation for these assessments
• Collaborate with consultants and teachers in facilitating and supporting the marking process
• Collaborate and consult for an external analysis
• Supply feedback and support to the schools in the improvement process
• Provide superintendents and trustees with assessment reports

Provides support for provincial assessments [Assessment OF Learning]

• Provide professional development to teachers in preparation
• Collaborate with consultants and teachers in facilitating and supporting the marking process
• Collaborate and consult with the department of education
• Supply feedback and support to the schools in the improvement process
• Provide superintendents and trustees with assessment reports

Provides information and feedback to facilitate the development of divisional indicators as part of River East Transcona School Division’s strategic plan

• Gather information on student performance to inform classroom instruction
• Collect divisional data to target professional development
• Present data in meaningful formats for school-based decision-making and use
• Co-ordinate and develop professional development as it relates to measurable outcomes and
success indicators.
• Co-ordinate and develop professional development as it relates to planning and reporting
• Identify divisional priorities / indicators and report progress to our community
• Identify school-based priorities / indicators and report progress to our school community

For more information regarding assessment, please contact , Student Assessment/Library Programming Consultant

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