Provincial Assessment Initiative
The focus of the provincial assessment is two-fold:
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Promoting effective classroom-based assessment and communication practices that maximize learning for all students. The document Rethinking Classroom-based Assessment with Purpose in Mind provides the foundation for the initiative. The initiative supports educators in
- understanding different purposes for assessment
- understanding how to use assessment to maximize student motivation and learning
- enhancing skills and knowledge that enables them to
- link assessment to learning outcomes
- differentiate assessment to accommodate student learning needs
- involve students in assessing and communicating their learning
- use appropriate methods and processes to gather dependable information about student progress toward outcomes and to plan further instruction
- communicate assessment information accurately to students and parents
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Fostering the use of assessment data to improve student learning. MECY has initiated a two-stage process of conversations with school divisions to discuss student assessment results. These visits are intended to increase mutual understanding of what the results mean and identify areas of collaboration between school divisions and MECY to address areas requiring improvement.
During the first phase (2007), Assistant Deputy Ministers Anne Longston and Jean-Vianney Auclair visited superintendents in all divisions. The conversations focused on the division's use of provincial (and other) assessment data to support educational planning and improve student learning.
The second phase of the consultation (2008-2010), involves a follow-up visit by a team of MECY consultants for more in-depth conversations regarding the priorities identified by each division in the initial visit. Approximately 12 to 13 school divisions are scheduled for this follow-up visit each year.
Communicating Student Learning, a document intended to support schools in communicating effectively with students and parents about student learning. It is designed to align with and extend the ideas contained in Rethinking Classroom Assessment with Purpose in Mind.
