10 Principles of Assessment


The Ten Principles of Assessment are designed to complement and reinforce provincial and local policies by providing Kindergarten to Grade 12 educators in the North Vancouver School District with recommended guidelines and classroom practices for assessment of student progress that are clear, consistent, and well aligned across schools.

Research indicates that quality assessment positively affects levels of student learning, student efficacy, and learner engagement. Teachers play a critical role in using thoughtful, differentiated assessment practices, focused feedback, and clear reporting guidelines to support student learning and success. The primary purpose of these principles is to improve student learning by identifying the best practices, strategies and tools for authentic classroom assessment. 

For more information about the the Ten Principles of Assessment, click the links above, or start here.

Key Definitions

E

ASSESSMENT

Click here to see Assessment defined

  • is the process of gathering, from a variety of sources, information that accurately reflects how well a student is meeting the curriculum expectations
  • provides evidence of what the student knows, understands, and is able to do
  •  is continuous, collaborative, consultative, and based on a set of criteria
  • provides clarity in identifying students’ learning needs both for the instructor and for the student
E

EVALUATION

Click here to see Evaluation defined

 

  • is the process of making judgements about the quality of student learning/performance based on established criteria
  •  is based on a broad range of assessments
  • provides data on student achievement related to learning standards
  • provides the instructor guidance around instructional decisions and programs
E

REPORTING

Click here to see Reporting defined

  • is both formal and informal communication of students’ achievement on curricular expectations
  • communicates an evaluation of students’ performance based on learning standards and their demonstration of learning skills and work habits
  • represents a summary of teachers’ professional judgements about student achievement
  • gives descriptive feedback in the form of comments, indicating what students have learned, areas for further development, and guidance to help them improve