Evaluation and communication of student learning supports learner growth and well-being by clearly communicating learning and next steps for learner growth
Reflective Questions for Teachers
How do we communicate learner growth, progress, and achievement, so that we
provide clear, concise language that is jargon-free, respectful, and inclusive?
provide strength-based descriptive feedback that represents growth, progress, and achievement, including goals for learning?
communicate learner proficiency that represents the learner’s achievement of the learning outcomes?
articulate specific adaptations required for learning?
provide transparency for learners and parents/caregivers about growth, progress, and achievement?
support parents/caregivers and learners in their understanding of the criteria used in evaluating learner success?
Include learner reflection and self-assessment, including of the Manitoba global competencies?
growth
The increase in learning that has occurred from the beginning of an instructional period to the current reporting event. It emphasizes the improvement that has occurred rather than measuring how a learner is meeting learning outcomes.
progress
Indicates, by measuring backwards from a desired end point, to what degree the learner is meeting learning outcomes.
