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Assessment & Reporting

Assessment & Reporting Grading & Reporting

Grading & Reporting

​Communicating student learning

Ongoing communication between teachers, students and parents informs and supports learning. Feedback ensures that teachers, parents and students clearly understand and can support the student’s progress towards learning outcomes. Effective communication practices ensure that parents are informed about how their child is doing at school.
Sylvie Monfette, principal of Dr. E.P. Scarlett High School, speaks about the many ways that teachers, students and parents communicate about student progress and achievement

Assessment and grading

Daily, ongoing assessment and report cards are not separate. They inform each other. Both are based on stems from the Program of Studies and inform next steps for learners and teachers.

During a unit of study, students have multiple and varied opportunities to develop, demonstrate, check and refine their understanding of content. This process is called formative assessment.
At times, often at the end of a particular unit of study, the learning of a student is verified through a summative assessment. Teachers then use multiple summative assessments aligned with stems from the Program of Studies and the report card, to assign a 'grade'.
Formative assessment: checking learning to decide what to do next
Summative assessment: a comparison at a particular moment in time between individual student achievement and the outcomes of the Program of Studies
Formative assessment supports learning, summative assessment verifies learning, reports cards summarize learning.
Principal Pat Thalheimer talks about the connection between formative and summative assessment

Grading and reporting

Report card grades are used to formally communicate student achievement of learning outcomes to students, parents, the CBE and the province. Grading for reporting requires teachers to summarize a term or semester’s worth of learning.
The extent to which the student has demonstrated achievement of learning outcomes is reported through the use of the 1-4 achievement indicators in K-9. Grades 10-12 achievement is reported through the use of a percentage grade. 
Principal Pat Thalheimer explains the importance of having indicators that are an accurate reflection of what students know and can do

​K to 9 outcomes-based report cards

Alberta is shifting toward a new vision for education based on the information gathered through Inspiring Education; this vision promotes competencies for today’s world and for the future. The direction of our province, as well as current research on assessment, evaluation and student learning, require us to work together to understand and communicate about student learning in new ways. Like many other school divisions in Alberta, the CBE is re-designing assessment and reporting practices to reflect these new directions.
For more information about grading and reporting, please contact your school.

​CBE parent, Patricia Wood shares her thoughts on outcomes-based reporting

Last modified: 6/24/2019 3:01 PM
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