Reporting Student Achievement and Growth

We believe all children can learn and grow. We know children learn in different ways and at different rates.  Most especially, we model these beliefs in our exchanges with people every day.

Students differ in their physical, social and academic abilities. Addressing the needs of individual students is a complex endeavor. We search for strategies to ensure student achievement and success, while respecting individual differences.

Description of Methods of Assessment

The assessment of student progress serves as a guide for learning and instruction.  Knowledge about each student’s current level of achievement is essential for matching learning activities to learning needs.

Teachers use a variety of methods to assess individual student achievement and to determine level of performance.  These may include the following:  oral and written tests, standardized and diagnostic tests, inventories, teacher observation, anecdotes, check lists, teacher-made tests, portfolio collection of student work, assignments, student projects and student self evaluation.

Explanation of Process for Evaluation

Staff diagnose, teach, evaluate and communicate student achievement.  Reports of student achievement identify student progress relative to the grade levels of the curriculum.  This grade level is judged by comparing a student’s work to the requirements of the graded curriculum.  The knowledge, skills and attitudes demonstrated by the student are compared to those set out in Alberta Education’s Program of Studies.  How well a student demonstrates grade level curriculum expectations determines the level of performance.  Performance, or how well a student demonstrates grade level expectations, is determined by judging student work relative to agreed-upon criteria and samples.

Effort is a very important part of student achievement and performance.  We want students to attend regularly, put forth their best effort, and exhibit a willingness to learn.  We talk about how important effort is.  There is a direct relationship between regular attendance and success in school.

Communication is a process of informing others about a student’s accomplishments and is intended to be specific, relevant, timely and clearly understood by all. In October, some parents are involved in writing an individual program plan for their child.  These plans are then discussed and updated at each reporting period. We have three formal reporting periods.  Progress reports are issued in November, March and June. Parents are encouraged to contact their child’s teacher at any time to arrange an opportunity to discuss assessment, curriculum expectations or individual results.