Lake Trail Community School – Student Assessment Policy
We believe that quality assessment, ongoing evaluation, continuous reporting, and clear communication of student progress, are essential components of learning. A clear assessment practice provides accurate information about individual students and leads to an evaluation and communication process which is beneficial, accurate and meaningful for both students and parents.
At Lake Trail Community School, each student participates in a process of assessment for learning and assessment of learning with regular opportunities for student growth and reflection.
Guiding Principles for Fair Assessment
Assessment is used to improve, guide and support student learning.
- Assessment is an ongoing process.
- Teachers assess student learning, describe what the learner knows and can do, and then use this information to adjust instruction for individual learners, small groups, whole classes, and to assist in planning of further instruction.
- Learners are active participants in the assessment process.
- Communication about learner assessment and evaluation is ongoing, clear, purposeful, meaningful and respectful.
- Assessment and evaluation of student progress must be in relation to learning expectations as laid out by the B.C. Ministry of Education’s curriculum.
Our practices are consistent with the guidelines outlined by the Ministry of Education in their Framework for Classroom Assessment.
Guiding Principles for Communication of Student Learning
Communicating learning is done in a variety of ways from a growth perspective while focusing on the development of competencies. It is an ongoing and collaborative process that provides a clear and accurate picture of each student’s learning journey. The criteria for student learning are based on the B.C. Ministry of Education’s curriculum.
Our teachers use digital portfolios and/or summaries of learning to communicate student progress. Digital portfolios have samples of student work from throughout the year. Posts contain various elements including descriptive feedback, student voice, and next steps for student learning. For more details please look at the Guiding Parameters of Reporting that we use.
In the portfolios you will see terms and reference to a proficiency scale (see below). This is the language we use to describe how a child is doing in specific areas of their learning. This scale is consistent with the Ministry’s Framework for Classroom Assessment.