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The CBE Vision for Assessment and Reporting:

Guiding Principles

Moving Forward

Updated | August 2015

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Table of Contents

Introduction ................................................................................. 1

Guiding Principles | Assessment ................................................. 4

Guiding Principles | Assessment For and Of Learning ................ 8

Guiding Principles | Communicating Student Learning .............. 13

Formal | K-12 .......................................................................................... 14

Informal | K-12 ........................................................................................ 14

Guiding Principles | Determining Achievement .......................... 18

Superintendent |

Jeannie Everett, Superintendent of Learning

Moving Forward | CBE Guiding Principles of Assessment 2015-16

August 2015 Page 1 | 25

Introduction

Student success is the primary focus of The Calgary Board of Education’s (CBE)

Three-Year Education Plan which states “Each student, in keeping with his or her

individual abilities and gifts, will complete high school with a foundation of learning

necessary to thrive in life, work and continued learning.” A key strategy in realizing

this goal is personalized learning, through an emphasis on responsive practices for

assessment and instructional design.

In alignment with the vision for public education described in the Ministerial Order

on Student Learning, CBE students will continue to develop strong foundations in

literacy and numeracy as well as important competencies such as critical thinking,

problem-solving, global understanding and creativity.

The Calgary Board of Education Vision for Assessment and Reporting has been

developed and adjusted over time based on feedback from teachers, students and

families, current educational research and through the filter of the CBE core beliefs

and values. The steps taken over the last few years are a result of deliberate

thinking and decision-making in support of student learning.

Purpose of Assessment: is for teachers, students and families to have an

accurate understanding of what a student knows and can do in relation to Alberta

Programs of Study and/or appropriate Individual Program Plans in order to

determine appropriate next steps in learning

Purpose of Ongoing Communication: is to support and improve student learning,

and ensure teachers, students and families have a shared understanding of what

the learner knows and can do.

Purpose of Determining Achievement: is to evaluate individual student

achievement in relation to the expectations of the Alberta Programs of Study. In K-

9, achievement is reported through the use of the 1-4 achievement indicators.

Grades 10-12 achievement is reported through the use of a percentage grade.

Purpose of Reporting: is to communicate individual student achievement in

relation to the expectations of the Alberta Programs of Study at a specific point in

time.

http://cbe.ab.ca/FormsManuals/AERR-2012-2013-3-YEP-2013-2016.pdf

https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Documents/Personalized_Learning_Resource_Guide.pdf

https://education.alberta.ca/media/6950988/mostudentlearning.pdf#https://education.alberta.ca/media/6950988/mostudentlearning.pdf

https://education.alberta.ca/media/6950988/mostudentlearning.pdf#https://education.alberta.ca/media/6950988/mostudentlearning.pdf



Assessment in the Calgary Board of Education

Learning and assessment are understood to be part of the same process where

teachers plan for and engage in a continuous cycle of instruction, rich assessment,

and adjustment. Personalized learning is built upon a comprehensive

understanding of each child. This approach involves systematically gathering,

interpreting and responding to information about students. Teachers and students

need to know what students know, how they know it, how they show it, and what

they need to learn next. Student agency is critical.

Current research on assessment, evaluation and student learning requires us to

work together to understand, recognize and communicate about student learning in

new ways. Part of this evolution is a move towards outcomes-based assessment

and reporting. In Alberta, the Programs of Study set out learning outcomes for the

content the student should understand, the skills they should develop, and the

learning processes they should apply. With outcomes-based assessment and

reporting, student learning is assessed in relation to all aspects of the Program of

Studies—the front matter as well as the general and specific learner outcomes.

The Calgary Board of Education’s framework for the assessment and reporting of

Academic Success, Citizenship, Personal Development and Character in and

through learning emphasizes the importance of Results 2, 3, 4, 5 in students’ daily

learning experiences and as part of the focus on personalization that defines our

system strategy to advance student learning.

Academic success (Results 2) is achieved through daily learning tasks that are

centered on the Alberta Programs of Study. Citizenship, Personal Development

and Character (Results 3, 4 and 5) are essential elements of all Programs of Study,

at all grade levels, and are often identified as learning processes, dimensions of

thinking, competencies or disciplinary ways of knowing. Teachers integrate these

aspects of learning in intentional and explicit ways within daily learning tasks.



The following Guiding Principles are intended to provide a coherent CBE

framework for the assessment and reporting of the expectations set out in the

Program of Studies and/or a student’s Individual Program Plan.

This document includes:

Guiding Principles | Assessment

Guiding Principles | Assessment For and Of Learning

Guiding Principles | Communicating Student Learning

Guiding Principles | Determining Achievement

The above sections are interconnected. They are intended to be thought about

together; each section reflects equally important aspects of assessment and

reporting. However, instructional leaders and teachers may choose to focus on a

single document at a particular time in order to build capacity within their school.



“Assidere”- to sit beside or with (from Latin - Assess)

Guiding Principles | Assessment

In the Calgary Board of Education, assessment is an integral part of the teaching

and learning process. Personalized learning occurs through flexible, responsive

relationships between the teacher, the student and the content within the

instructional core.

Assessment includes a continuous cycle of instruction, gathering evidence from a

variety of sources, interpreting that evidence and making adjustments. Students

work alongside teachers in an active pursuit of learning, developing self-

understanding and participating in decision-making.

Assessment in the CBE is based on:

A sense of purpose

Assessment serves student learning. The purpose of assessment is for teachers,

students and families to have an accurate understanding of what a student knows

and can do in relation to Programs of Study and/or appropriate Individual Program

Plans in order to determine appropriate next steps in learning.

Student agency

Teachers and students share responsibility for making assessment decisions and

determining next steps in learning. Students have an active role in their learning

when they reflect, engage in ongoing conversation, know themselves as learners

and participate meaningfully in decision-making.

Professional collaboration and analysis of student work

Professional Learning Communities share and analyze student work in ways that

emphasize reflection, inquiry and a shared responsibility for student success.

Professionals learn together as they critically examine and reflect on pedagogy and

practice, supporting one another in assessment and instructional design.

Quality learning tasks

Learning tasks are designed with individual students and/or groups of learners in

mind. Grounded in deep disciplinary knowledge, quality learning tasks are

developed collaboratively between teachers, students and other professionals

(other teachers, community members, experts etc.). Learning tasks elicit evidence

of conceptual understanding, procedural fluency, cross-curricular competencies,

literacy and numeracy.

“Assessment that works in the interests of children will enhance their ability to see and understand their learning for themselves, to judge it for themselves, and to act on their judgments.” (Mary Jane Drummond, n.d.)

The instructional core represents the dynamic relationship between: the teacher; the student; and the content. At the centre of the instructional core is the process of instructional design, involving both the task and assessment.

https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Documents/Personalized_Learning_Resource_Guide.pdf

http://erlc.ca/resources/resources/cross_curricular_competencies_overview/documents/competencies-poster_18x24.pdf#http://erlc.ca/resources/resources/cross_curricular_competencies_overview/documents/competencies-poster_18x24.pdf



Intentional connections to Programs of Study and CBE Results

Teachers design learning using the Alberta Programs of Study, including Academic

Success, Citizenship, Personal Development and Character (Results 2, 3, 4 and

5).

Thoughtful questioning

Teacher questioning invites students to explore their ideas and understandings, as

well as their learning processes and personal strategies. Student questioning

provides opportunities for teachers to explore their own content knowledge,

instructional methods and understanding of the student.

A process rather than an event

Assessment is woven throughout daily learning experiences. It supports teachers

in designing appropriate learning tasks and making responsive adjustments.

Assessment is ongoing throughout the school year, offering students multiple and

varied opportunities to develop and demonstrate understanding. Assessment

enables students to show growth and achievement in different contexts over a

period of time, ensuring the accuracy of assessment information.

Flexible methodology

Assessment methods are selected according to the students involved, the nature of

the discipline, the focus of the learning outcome(s) and the context in which the

learning occurs. Assessment methods are chosen to create the best possible

conditions for each student to demonstrate understanding.

Inclusive practices

Assessment methods build on the backgrounds and prior experiences of students

and do not disadvantage learners based on developmental stage, ethnicity,

gender, socio-economic background, language, etc.

Actionable feedback

Actionable feedback is timely, specific, understandable and meaningful. Feedback

—student to teacher, teacher to student, and student to student—informs teachers’

instructional decisions and supports students in navigating their learning.

Individual student strengths and areas for growth

Assessment reflects the progress an individual student has made toward learning

outcomes and/or individual program plan goals. Comparisons are not made to

other students and individual student achievement is not amalgamated with that of

other learners. Assessment informs next steps for a particular student at a

particular point in time, considering individual strengths and areas for growth.



Clear and meaningful communication

Assessment practices clearly communicate the relationship between student

achievement and targeted learning outcomes, with an emphasis on how well, not

when or by what means, the student has demonstrated specific knowledge, skills

and/or processes.

Networks of teachers, parents and students work together to support student

learning. Assessment-rich communication is student-specific, strength-based,

growth-oriented, clear, purposeful and timely.



References

Cooper, D. (2011). Redefining Fair: How to plan, assess, and grade for excellence

in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.

Guskey, T. (2015). On your mark: Challenging the conventions of grading and

reporting. Bloomington, IN: Solution Tree Press.

Joint Advisory Committee (1993). Principles for fair student assessment practices

for education in Canada. Edmonton, Canada: University of Alberta.

Leahy, S., Lyon, C., Thompson, M., & Wiliam, D. (2005, November). Classroom

assessment: Minute by minute, day by day, Educational Leadership, 63(3),

19-24.

O’Connor, K. (2012). Fifteen fixes for broken grades: A repair kit. Toronto: ON:

Pearson Canada Inc.

Schimmer, T. (2012). Ten things that matter from assessment to grading. Toronto,

ON: Pearson Canada Inc.

Webber, C.F., Aitken, N. Lupart, J. & Scott, S. (2009). The Alberta student

assessment study final report. Edmonton, Canada: Government



Guiding Principles | Assessment For and Of

Learning

In the Calgary Board of Education (CBE), the personalization of learning is

assessment-rich. Assessment involves systematically gathering, analyzing and

interpreting information about what students know and are able to do. Responding

to assessment information guides next steps in teaching and learning.

Formative assessment, assessment for learning, is part of the continuous

interaction between the student and the teacher. Through ongoing cycles of

feedback and instruction, students and teachers check learning in order to make

decisions about next steps.

Summative assessment, assessment of learning, is a comparison at a particular

moment in time between individual student achievement and established provincial

expectations and/or Individual Program Plans.

Formative and summative assessment influence and inform one another. Both

contribute to understanding a student in order to make personalized decisions for

learning.

Assessment for Learning:

Is student-centered

▪ determines what the student knows and is able to do, and points to next

steps for teaching and learning

▪ involves students as active participants

▪ begins with an understanding of the student’s current learning and builds on

previous accomplishments

▪ creates opportunities and experiences that respond to the specific strengths

and needs of a student (is strength-based and growth-oriented)

Is ongoing

▪ involves multiple and varied assessments over time

▪ informs the learning process: enables teachers to adjust instructional

responses and enables the student to adjust learning strategies

▪ incorporates timely, descriptive, specific, actionable feedback from students

to teachers and teachers to students



References learning outcomes and clear criteria

▪ makes clear connections to learning outcomes (knowledge, skills and

learning processes) from:

o Alberta Programs of Study, including Academic Success, Citizenship,

Personal Development and Character (Results 2, 3, 4 and 5)

o Individual Program Plans

o Cross-Curricular Competencies (Ministerial Order #001-2013)

▪ relates learning tasks and assessment to clearly articulated criteria for

success

Enables and encourages teacher reflection

▪ elicits evidence of student learning that can be analyzed by individual

teachers and professional learning communities

▪ informs instructional decisions

▪ supports the development of teachers’ metacognitive processes

▪ invites teachers to become students of their own practice (Hattie, 2012,

p.14)

Engages students in their own learning

▪ enables the student to use outcomes and established criteria as reference

points to critically analyze their learning

▪ encourages the student to reflect on their learning and monitor their own

progress

▪ engages students and teachers in co-creating learning tasks and

assessment and collaboratively establishing criteria for success

▪ empowers the student to exercise agency and make meaningful decisions

about their own learning

Invites families to support student learning

▪ provides opportunities for students to share and articulate their learning with

families

▪ provides the student’s family with opportunities to contribute insights about

their child

▪ provides families with feedback to support the learning process

“We know how to use classroom assessment to make success a driving force in the learning life of every student. We no longer need to accept the assessment legacy of our past. We know better.” (Stiggins, 2004, p. 27)

https://education.alberta.ca/media/6581166/framework.pdf

http://www.education.alberta.ca/media/6951645/skmbt_c36413050707450.pdf



Assessment of Learning:

Is evaluative or summative in nature

▪ confirms what a student knows and can do at a certain point in time

▪ includes evaluative evidence such as culminating activities, performance

tasks, observations, conversations, and artifacts of student learning

References learning outcomes and clear criteria

▪ clearly references learning outcomes from:





▪ relates to clearly articulated criteria for success

▪ allows for learning accommodations for all learners without penalty

Is based on a body of varied assessment evidence

▪ aligns with Guiding Principles | Determining Achievement [HyperLink]

▪ gives multiple and varied opportunities for students to demonstrate

understanding

▪ considers both recent performance and the consistent demonstration of

understanding

▪ is based on a select, prioritized sample from a body of assessment

evidence

▪ requires analysis based on deep disciplinary knowledge, conversation with

the student, and professional collaboration

Is thoughtfully determined

▪ requires professional judgment in determining how evidence of student

learning is used to evaluate the achievement of learner outcomes and

determine summative grades





Reports student achievement at a specific point in time

▪ the report card and IPP are the only documents that communicate

summative achievement.

▪ summarizes student achievement with indicators against report card

outcomes in grades K-9

▪ summarizes student achievement with percentage grades against courses

in grades 10-12

▪ provides descriptive feedback through written comments



References

Alberta Education (2011). Framework for learning: Competencies for engaged

thinkers and ethical citizens with an entrepreneurial spirit. Edmonton,

Canada: Alberta Education.

Cooper, D. (2011). Redefining Fair: How to plan, assess, and grade for excellence

in mixed-ability classrooms. Bloomington, IN: Solution Tree Press.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New

York: Routledge.



O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland,

Schimmer, T. (2014). Ten things that matter: From assessment to grading.

Toronto, Canada: Pearson

Stiggins, R. (2004). New assessment beliefs from a new school mission. Phi Delta

Kappan, 86(1), 22-27.



Guiding Principles | Communicating Student

Learning

In the Calgary Board of Education (CBE), assessment is an integral part of the

teaching and learning process. The personalization of learning is supported by

ongoing conversations between educators, students, families and other

professionals with the goal of improving student learning. These communications

are fundamental to student success and create responsive processes to

understand and support each learner.

As part of a comprehensive communication system, assessment information is the

basis for communication about student progress and achievement. Ongoing

communication allows teachers, students and families to understand what a

student knows and can do, monitor what progress has been made, and determine

next steps in learning. Communicating about student learning is an ongoing

process that takes several forms. Principals and their staff work together with the

school community to create a comprehensive approach that communicates

individual student progress and achievement.

Ongoing Communication

Effective communication about learning requires the teacher, student, and families

to be partners in the learning process. In addition to formal communication through

report cards and IPPs, student-specific informal communication about issues,

events, progress and accomplishments in day-to-day learning occurs on an

ongoing basis. Some examples may include e-mails, notes in agendas, Student

Learning Updates (Interim Progress Reports), phone calls, after school

conversations, etc. As part of a school-based communication plan, families also

have opportunities to attend celebrations, open houses, or other school events that

help them to better understand their child’s learning.

Both informal and formal aspects of ongoing communication about student learning

allow teachers to communicate significant aspects of learning so that students and

families are able to answer the question, “How is my child/how am I doing in

school?”

https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Documents/CBE-vision-assessment-reporting-requirements-k-12-companion-guide.pdf




Formal | K-12

In the CBE, the purpose of formal communication (report cards and Individual

Program Plans (IPPs)) is to summarize and communicate individual student

achievement in relation to the expectations of the Alberta Programs of Study and/or

Individual Program Plans at a specific point in time.

Informal | K-12

In the CBE, informal communication takes a variety of forms but serves a common

purpose–to build shared understandings of what students know and can do in day-

to-day learning experiences.

Figure 1. - Ongoing Communication



Communicating student learning is:

Student-specific

▪ shares specific examples of what a student knows and can do in relation to

the Programs of Study and/or Individual Program Plans

▪ invites conversation between family, student and teacher(s) that builds a

shared understanding of the whole child

▪ is personalized and tailored to the individual student based on specific

evidence of learning as well as the student and family’s communication

preferences

▪ is based on information gathered from observations, conversations, and

artifacts of student learning

Strength-based and growth-oriented

▪ refers to specific knowledge, skills and attitudes that are most relevant to

the student’s achievement during the current reporting period

▪ clearly identifies strengths demonstrated in learning

▪ makes visible and supports the relationship between the student’s approach

to learning and academic success

▪ bridges current learning and new learning, suggesting possibilities for

applying observed strengths to other learning situations

▪ identifies the student’s most significant learning needs and invites

collaboration around next steps,

▪ seeks parent and student perspectives about strengths and areas for

growth

▪ identifies strategies currently being employed at school and suggest, where

appropriate, strategies that families might try support the child’s learning

Aligned with provincial Programs of Study, IPPs and CBE Results

▪ makes clear connections to:





The communication system needs to be comprehensive, coherent, and feasible. All the pieces need to fit together so that detailed information about the student as learner is provided in appropriate ways and at appropriate times. (Manitoba Education, 2008, p. 20)





Clear, succinct, timely and easily understood

▪ provides specific, accurate and meaningful information related to important

aspects of learning

▪ describes current learning and next steps in a straightforward manner

▪ uses vocabulary and sentence structure that is clear and accessible to

students and families

▪ provides an explanation of terminology that may be unfamiliar to students

and families

▪ provides flexible and responsive conferencing opportunities

▪ reflects professional integrity in both content and structure or process

▪ reflects consistent, established structures for reporting



References

Alberta Education (2011). Framework for learning: Competencies for engaged

thinkers and ethical citizens with an entrepreneurial spirit. Edmonton,

Canada: Alberta Education.

Manitoba Education (2008). Communicating student learning: Guidelines for

schools. Manitoba, Canada: Manitoba Education.



Guiding Principles | Determining

Achievement

The personalization of learning requires knowing each student through the

thoughtful gathering and consideration of evidence of student learning. A varied

body of assessment evidence provides information about the learner’s strengths

and areas for growth against well-understood learning outcomes from Programs of

Study and/or Individual Program Plans.

Teachers may assess individual assignments, projects, performance tasks,

observations, conversations, culminating activities, quizzes and tests as part of a

body of assessment evidence. A variety of assessment methods are used, as

appropriate to specific learning tasks. The ongoing assessment of learning may

support teachers, students and families to understand how a student is progressing

in learning and consider next steps.

Teachers use professional judgment to evaluate a body of assessment evidence.

This requires understanding the learner, deep disciplinary knowledge and

professional collaboration.

Determining achievement requires:

Accuracy

▪ learning outcomes from the Programs of Study and/or Individual Program

Plans are explicit and consistent reference points

▪ sources of evidence (observations, performances, tests, conversations,

reflections, products etc.) are aligned with the nature of the learning

outcome(s)

▪ teachers and students recognize that learning involves exploration,

practice, performance, review, refinement, adjustments etc.

▪ a reliable and credible amount of evidence is gathered to determine the

extent to which a student has achieved learning outcomes

▪ teachers make careful decisions about what constitutes an appropriate

body of evidence, understanding that not all assessment information should

be included in determining achievement

▪ determining achievement is free from distortion (distorting factors include

but are not limited to: bonus marks, late submission deductions, marks for

neatness, compliance, attendance, behaviour, etc.)

While some might argue that any focus on grades will inherently impede the learning process for students, the intent here is to find, within our existing grading systems, the soundest grading practices to accurately communicate student learning. (Schimmer, 2014, p. 122)



▪ factors such as behaviour, effort, attendance, compliance, neatness, group

contributions, participation, initiative etc. are reported separately from

academic achievement (Webber, Aitken, Lupart, & Scott, 2009, Guskey,

2006, Reeves, 2004)

▪ teachers and students develop reliable and consistent record keeping

systems to capture evidence of student achievement

▪ grades are not simply calculated using a mathematical algorithm, such as

an averaging of weighted scores

▪ professional judgment is used in relation to a body of assessment evidence

to accurately determine a level of achievement

▪ inferences that can be upheld by the evidence collected

Fairness

▪ practices for determining achievement are developed to honour and respect

the worth and dignity of each student

▪ every learner has the right to access personal strategies and supports

(time, technology, tools, space, equipment, scribes, readers, alternative

formats, etc.) that remove barriers to Programs of Study, learning tasks and

assessment without consequence to grades

▪ the purposes, criteria and expectations for determining achievement are

clearly articulated for students and families

▪ each student is provided timely and accurate feedback as well as an

explanation as to how and if their work will be evaluated

▪ determination of achievement seeks out an appropriate representation of

the individual student’s understanding

▪ recourse strategies are in place for students and families

Consistency and Recency

▪ multiple opportunities are provided for students to practice, improve based

on feedback, demonstrate their learning, and reflect on their growth

▪ the most consistent evidence of a student’s learning is used to determine

achievement

▪ special consideration is given to most recent demonstrations of

understanding



Rethinking Late Penalties and Zero’s

When assignments are not submitted on time or at all, there are a number of

appropriate responses. These include:

▪ considering an entire body of assessment evidence to determine student

achievement for the report card (this may include partially complete

assignments, personalized assignments and/or other opportunities to

demonstrate understanding etc.)

▪ helping students improve their time management, organizational or problem

solving skills

▪ working with families and students on a plan to complete assignments

▪ creating supervised and structured opportunities for students to complete

their work

▪ creating flexible approaches for task completion with students to submit

major assignments in stages to avoid all-or-nothing completion and to

create more manageable pieces of work

For more information about Ongoing Communication see:

Companion Guide to the CBE Vision for Assessment and Reporting

For more information about Report Card Comments see:

Criteria for Report Card Comments, Comment Examples and Guiding Questions

for Collaborative Analysis


https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Documents/Criteria_Report_Card_Comments_Examples_Guiding_Questions_Collaborative_Analysis.pdf

https://portal.cbe.ab.ca/staffinsite/teaching/assessment/Documents/Criteria_Report_Card_Comments_Examples_Guiding_Questions_Collaborative_Analysis.pdf



References

Alberta Assessment Consortium (2001). Smerging data: Grading…more than just

number crunching. Edmonton, Canada: Alberta Assessment Consortium.

Government of Alberta (Draft 2011). Professional Practice Competencies for

Teachers. Edmonton, Canada: Professional Standards Branch.

Guskey, T. R. (May, 2006). Making high school grades meaningful. Phi Delta

Kappa International, 87(9), pp. 670-675. Retrieved from

http://www.jstor.org/stable/20442125



O’Connor, K. (2007). A repair kit for grading: 15 fixes for broken grades. Portland,

Reeves, D.B. (Dec 2004). The case against zeros. Phi Delta Kappan 86 (4).

Retrieved from

http://schools.esu13.org/bannercounty/Documents/caseagainstzero.pdfhttp:/

/schools.esu13.org/bannercounty/Documents/caseagainstzero.pdf

Reeves, D.B. (2011). Elements of grading: A guide to effective practice.

Bloomington, IN: Solution Tree.

Schimmer, T. (2014). Ten things that matter: From assessment to grading.

Toronto, Canada: Pearson

Webber, C.F., Aitken, N. Lupart, J. & Scott, S. (2009). The Alberta student

assessment study final report. Edmonton, Canada.

Western and Northern Canadian Protocol for Collaboration and Communication in

Education (2006). Rethinking classroom assessment with purpose in mind:

Assessment for learning, Assessment as learning, assessment of learning.

Manitoba, Canada: Manitoba Education, Citizenship and Youth.

http://schools.esu13.org/bannercounty/Documents/caseagainstzero.pdf





Glossary

Achievement

Achievement is the extent to which an individual student has met the expectations of the

Alberta Programs of Study.

Achievement Indicator

The achievement indicator signifies the extent to which a student has demonstrated

achievement of each report card outcome. On the Kindergarten to Grade 9 report

card, students receive achievement indicators 1 (Not Meeting) to 4 (Excellent) against

each report card outcome in a course.

Alberta Programs of Study

The Alberta Programs of Study are the required expectations for the core and

complementary learning components for elementary, junior and senior high schools.

Content is focused on what students are expected to know and be able to do.

Assessment

The act of making judgment; here, a process of gathering and analyzing evidence of

learning to inform instructional design and to determine the degree to which the student

has achieved learning expectations.

Defensible

Based in sound professional judgment and supported through evidence.

Evaluation

The process of gathering and analyzing evidence of learning to make a professional

judgment about student achievement.

Evidence

Any observation, conversation or product of student learning that provides valid data about

what the student knows and can do.

Formative Assessment

Formative assessment is information a student or teacher uses to make decisions about

next steps about learning.

Outcome

The intended learning. In Alberta, the Programs of Study describe what students are

expected to know and be able to do. Teachers use outcomes to guide their daily planning

and as a point of reference for assessment.

http://education.alberta.ca/teachers/program/ict/programs.aspx#http://education.alberta.ca/teachers/program/ict/programs.aspx%20



Progress

Progress is the growth in learning an individual student makes from where they started.

Reliable

Consistent and trustworthy; replicable with a reasonable degree of consistency from one

context to the next; provides what is required for appropriate action.

Reporting Period (K-9)

A reporting period is the time between a student’s first day of school, and the first report

card, or the time between the first report card and the second report card.

Summative Assessment

Summative assessment is a comparison at a particular moment in time between an

individual student’s achievement and the outcomes of the Alberta Programs of Study.