Assessment and evaluation require thoughtful planning and implementation to support the learning process and to inform teaching. All assessment and evaluation of student achievement must be based on the outcomes in the provincial curriculum.
Assessment involves the systematic collection of information about student learning with respect to:
- achievement of provincial curricular outcomes;
- effectiveness of teaching strategies employed;
- student self-reflection on learning.
Evaluation compares assessment information against criteria based on curriculum outcomes for the purpose of communicating to students, teachers, parents or caregivers, and others about student progress and to make informed decisions about the teaching and learning process. Reporting of student achievement must be based on the achievement of curriculum outcomes. There are three interrelated purposes of student achievement. Each type of assessment, systematically implemented, contributes to an overall picture of an individual student's achievement.
| Assessment | Evaluation | |
|---|---|---|
| Assessment for Learning | Assessment as Learning | Assessment of Learning |
| Assessment for Learning involves the use of information about student progress to support and improve student learning, inform instructional practices, and: | Assessment as Learning actively involves student reflection on learning and monitoring of his or her own progress and: | Assessment of Learning involves teachers' use of evidence of student learning to make judgments about student achievements and: |
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