Using recent, consistent, and cumulative evidence of learning is key to accurately evaluating student learning. This evidence of learning is distinct to each learner. Learners have multiple opportunities to demonstrate learning before the teacher records the grade. Evaluation is based on evidence that demonstrates the learner’s achievement of expected learning outcomes. Non-academic factors such as attendance, punctuality, attitude, effort, and behaviour are not included in the determination of grades. For more information, see Manitoba Provincial Report Card Policy and Guidelines: Partners for Learning, Grades 1 to 12 (
1.5 MB). Teachers consider all the evidence of learning focusing on the achievement of the target (learning outcomes) rather than the method (e.g., test, essay, project). Applying a mathematical algorithm such as adding or averaging scores can misrepresent the learning that has been accomplished. Teachers use professional judgment to select the evidence that best represents learning for the purposes of evaluation. Using multiple sources of evidence increases the reliability and validity of the evaluation to ensure learners’ proficiency is accurately represented in grading and communication of student learning.
