Effective assessment, evaluation, and reporting provides information about student achievement, and a basis for improving both instructional programs and student achievement.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to improved student learning, teachers must use assessment and evaluation strategies that:

• address what the students learn and how well they learn
• are based on the learning categories (e.g. knowledge / skills) and the achievement level descriptions (e.g. levels 1 to 4)
• are varied in nature, given over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning
• are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students
• are fair to all students
• accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plans
• accommodate the needs of students who are learning the language of instruction
• ensure that each student is given clear directions for improvement
• promote students’ ability to assess their own learning and to set specific goals
• include the use of samples of students’ work that provide evidence of their achievement
• are communicated clearly to students and parents at the beginning of each course, and at other appropriate points throughout the course.

The primary purpose of assessment and evaluation is to improve student learning. Teachers can identify students’ difficulties, and detect weaknesses in programs. Therefore, assessment and evaluation are important tools for adapting curriculum and instructional approaches to students’ needs, and for determining the overall effectiveness of programs and classroom practices.

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well students are achieving the curriculum expectations. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation is the process of judging the quality of a student’s work based on the achievement criteria, and giving a value to represent that quality. In Ontario secondary schools, a percentage grade will be assigned.

A well-designed system of assessing, evaluating, and reporting, based on clearly stated curriculum expectations and achievement criteria, allows teachers to focus on high standards of achievement for all students, and promotes a consistent practice across Ontario.

Levels of achievement of the curriculum expectations are described in detail in the achievement charts that appear in the secondary curriculum policy documents.

The charts are organized into broad learning categories, and provide detailed descriptions of each level of achievement.

The broad learning categories are:

• knowledge / understanding
• thinking / inquiry
• communication
• application / making connections.

While they are broad in scope and general in nature, the achievement levels are a reference point for assessing. They serve as a guide for gathering information, and act as a framework used to assess and evaluate each student’s achievement. As such, they enable teachers to make consistent judgements about the quality of work, and provide clear and specific information about their achievement to students and their parents.

Assessment and evaluation will be based on the expectations outlined in the secondary curriculum policy documents. Teachers will be provided with materials, including samples of student work, that will assess student progress based on the new levels of achievement.