Using recent, consistent and cumulative evidence of learning is key to accurately evaluating student learning. Evidence of learning may vary among learners; differentiated evaluation/assessment practices are responsive to student learning strengths and needs, providing greater opportunity for learners to accurately demonstrate their learning, while remaining aligned with established curricular learning outcomes and/or student-specific outcomes. Evaluation is based on evidence that demonstrates the learner’s achievement of curricular learning outcomes and/or student-specific outcomes. Teachers apply professional judgment, informed by evidence, to determine which sources best represent student learning for evaluation purposes. Drawing from multiple sources of evidence increases validity and reliability , ensuring that proficiency levels are accurately reflected in grading and communication. Learners are provided with multiple opportunities and methods to demonstrate curricular learning outcomes prior to the recording of a summative grade. Teachers organize and document learning evidence using curricular learning outcomes rather than evaluation methods (e.g., test, essay, project). Applying a mathematical algorithm such as averaging scores can misrepresent the learning that has been achieved. Non-academic factors such as attendance, punctuality, attitude, effort, and behaviour are not considered when determining grades in relation to curricular learning outcomes. Student-specific outcomes are evaluated using qualitative information, with progress reported through an Individual Education Plan (IEP) at the end of a reporting period to communicate achievement over time. For more information, see Manitoba Provincial Report Card Policy and Guidelines: Partners for Learning, Grades 1 to 12 (
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