Assessment and Evaluation

Provincial Results – Middle Years Assessment

The primary purpose of the Middle Years Assessment policy is to enhance student learning and engagement through classroom-based assessment processes that build student awareness and confidence in learning.

Manitoba students in Grades 7 and 8 undergo classroom-based assessments in competencies in numeracy, engagement with school, reading, and writing. Teachers base assessments of their students on their observations, conversations with students, and their evaluations of students’ classroom-based work, and they report on student performance levels as of the last two weeks of January. Evaluation criteria, including the competencies and scoring scales with descriptions and examples, are provided by the department and are used by teachers when reporting achievement results for these assessments to parents and to the department.

See the Middle Years Assessment website for details regarding this assessment, including policy and support materials.


The Scale

Students at “Meeting . . .” have either met or exceeded the midgrade achievement levels for the competency. Students who are “Approaching . . .” require some extra attention, support, or effort to meet end-of-grade learning outcomes. Students performing at the level “Not meeting. . .” will likely not meet end-of-grade learning outcomes without an intervention aimed at building important knowledge and skills in the competencies. Note that a performance level called “Out of range—below” is excluded from the following tables; therefore, the data presented do not add up to 100%.

For student engagement (Grade 7), the reporting levels are:

  • Emerging (only sometimes demonstrates the behaviour)
  • Developing (quite often demonstrates the behaviour)
  • Established (consistently demonstrates the behaviour)

In cases where there is a significant degree of variability in a student’s engagement with their learning (across or within subjects), the performance category Inconsistent is used.


The Results

Patterns of performance seen in the following results depend, in part, on approaches teachers use to assess their students. Different strategies may be used, and these can vary from teacher to teacher and over time. Though this does not compromise teachers’ interpretations and use of results to support their students’ learning, it will add to random (that is, not clearly related to an identifiable cause) fluctuations in the aggregated results presented below, particularly for the smaller student populations in the Français Program and in the French Immersion Program. In these cases, year-to-year variation should be interpreted with caution, with more emphasis placed on changes that are consistent over several years.

The Results below are based on the following numbers of students in each school program for 2016-2017.

Student Numbers based on School Program, 2016-2017
Grade/Program Students
Grade 7 – English Program 11,943
Grade 7 – French Immersion Program 1,712
Grade 7 – Français Program 386
Grade 8 – English Program 12,309
Grade 8 – French Immersion Program 1,527
Grade 8 – Français Program 405

Provincial Results in HTML Format

Provincial Results – English Program

Number Sense and Number Skills, Grade 7, English Program

Number Sense and Number Skills, Grade 7, English Program

Reading Comprehension and Expository Writing, Grade 8, English Program

Provincial Results – French Immersion Program

Number Sense and Number Skills, Grade 7, French Immersion Program

Student Engagement, Grade 7, French Immersion Program

Reading Comprehension and Expository Writing, Grade 8, French Immersion Program

Reading Comprehension and Expository Writing iin French, Grade 8, French Immersion Program

Provincial Results – Français Program

Number Sense and Number Skills, Grade 7, Français Program

Student Engagement, Grade 7, Français Program

Reading Comprehension and Expository Writing in French, Grade 8, Français Program