The North Vancouver School District is committed to enabling all students to reach their potential and achieve success in school according to their individual interests, abilities, and goals. Research indicates that quality assessment positively affects levels of student learning, student efficacy, and learner engagement. To support student learning and success, teachers play a critical role in using thoughtful, differentiated assessment practices, focused feedback, and fair and transparent reporting procedures.
Several changes have occurred with assessment practices in recent years, most notably the Ministry of Education’s development and implementation of the BC Education Plan. The Ministry’s Student Learning Assessment Order (M60/94) sets out the requirements for provincial, national, and international assessments. Local boards of education establish their own policies and procedures for district assessment practices.
The North Vancouver School District’s Instructional Institute and Universal Design for Learning initiatives have provided a District-wide focus on the “Four Pillars” of educational practice:
- Social-emotional learning.
Building upon this knowledge base, a committee was established in April 2011 to facilitate discussion and input about District assessment practices. A component of the committee’s work included a review of Policy 203: Communicating Student Learning to Parents (Reporting) and Policy 209: Student Assessment. To reflect current assessment practices, Policy 209 was revised at the Public Board Meeting on May 28, 2013, and Policy 203 was revised on May 26, 2015. The Handbook for Assessment, Evaluation and Reporting complements and reinforces provincial and local policies.
Based on an annual Cycle of Assessment, the Handbook’s primary purpose is to improve student learning by outlining the 10 Principles for Quality Assessment and identifying best and “next” practices, strategies, and tools for authentic classroom assessment. This Handbook focuses on the processes and protocols for assessment, evaluation, and reporting with clear and consistent guidelines and recommended classroom practices. The Handbook is intended to support teachers in developing consistent and effective assessment, evaluation, and reporting practices that will enhance student learning and achievement from Kindergarten to Grade 12.