Havergal College Course Calendar, 2016-17 Academic Year

9. Key Assessment Terms Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving identified curriculum expectations. Assessment for Learning is the gathering of evidence during the learning process and is used to provide direction for improvement and adjustment. It can be used to determine the report card grade when there is not sufficient evidence from summative assessments. Assessment of Learning (Evaluation) is the evaluation of evidence throughout the learning process to provide a record of student achievement relative to the expectations of a course. It is used in determining the report card grade. Assessment as Learning is the process of developing and supporting student metacognition. Students are actively engaged in this assessment process as they monitor their own learning, use assessment feedback from teacher, self and peers to determine next steps and set individual learning goals. Content Standards describe the knowledge and skills students are expected to develop and demonstrate and on which their achievement is assessed and evaluated (p 16) . Diagnostic Assessment is the gathering of evidence that reflects students’ prior learning. This type of assessment often occurs at the beginning of instruction. It is used to determine students’ strengths and needs and to plan instruction. It is not used in determining the report card grade. Evaluation is the process of judging the quality of student work on the basis of established criteria and assigning a value to represent that quality. Levels of Achievement (p 18) • Level 4 The student demonstrates the specified knowledge and skills with a high degree of effectiveness. Achievement at Level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course. • Level 3 The student demonstrates the specified knowledge and skills with considerable effectiveness. • Level 2 The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success. • Level 1 The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course. Performance Standards are described in the achievement chart categories and refer to four broad categories of knowledge and skills that are common to both the elementary and secondary divisions and to all subject areas and disciplines. The categories represent four broad areas of knowledge and skills within which the expectations for any given subject can be organized. Teachers address these categories when planning program and developing assessments in order to provide balanced programs and to encourage students to develop higher cognitive and creative thinking skills. The categories are: Knowledge/Understanding, Thinking, Communication and Application (pp 16–17) .

34  HAVERGAL COLLEGE | Course Calendar 2016–2017