AP 304
Background
It is essential that assessment and reporting practices in the district encourage and provide effective feedback that students can use for self-evaluation and growth. Sound assessment practices allow teachers to adjust instruction to best respond to the needs of learners. In turn, the results of such assessments can be used to communicate achievement to students, parents, staff and others. Assessments also provide valuable information to the Ministry of Education and Child Care and the Board of Education to guide the allocation of resources to schools and programs.
This procedure provides criteria for assessment and evaluation of student achievement and underscores the importance of providing credible evidence in relation to student learning.
Procedures
1. Definitions:
1.1 Formative Assessment (Assessment for Learning): Ongoing assessment that supports student learning during the learning process. It provides immediate, personalized feedback to help students identify misconceptions, reflect on their progress, and set new learning goals. Formative assessment is aligned with the BC Ministry Learning Standards and informs instructional decisions to enhance student growth.
1.2 Summative Assessment (Assessment of Learning): Evaluates student achievement at the end of an instructional period and is based on the BC Ministry of Education and Child Care's Learning Standards. These standards define what students should know (Content) and be able to do (Curricular Competencies). Summative assessment confirms what students have learned.
1.3 Learning Updates: Responsive, timely, flexible, and accessible communications to students, parents, and caregivers about student growth in relation to the learning standards set out in the B.C. curriculum.
1.4 Summary of Learning: A summative, written communication of learning to students, parents, and caregivers that describes student learning in relation to the learning standards at the end of a school year and/or semester.
1.5 Descriptive Feeback: Anecdotal and timely feedback about student learning that reflects strengths and areas for growth.
2. School and Classroom Assessments
2.1 School and classroom level assessments are essential for effective curriculum planning and intructional decision-making. These assessments gather varied and valid evidence of student learning in relation to the BC curricular competencies, content standards, and success criteria. Teachers use a flexible approach, selecting and combining diverse assessment methods to meet individual learning needs and reflect the range of learning styles in their classrooms. This approach supports accurate evaluation, informs targeted interventions, and includes both formative and summative assessments that offers students multiple ways to demonstrate their learning. These assessments include:
• Samples of student work
• Presentations
• Oral and written reports
• Journal/learning logs
• Performance tasks and projects
• Portfolio assessments
• Ongoing informal/formal observations
• Student self-assessments2.2 This information supports instructional planning and communication with families.
3. District Assessments
3.1 The Superintendent of Schools is responsible for overseeing the design and implementation of district-wide assessments that measure student achievement in relation to the BC Ministry of Education and Child Care's Learning Standards. Regular collection and analysis of this data supports continuous improvement for students, teachers, and families at both the school and district levels.
3.2 All schools shall administer performance-based assessments as required by the Superintendent to provide evidence of system-wide student achievement. All students will participate in all grade appropriate district assessments unless otherwise exempted by Ministerial guidelines.
4. Provincial, National and International Assessments
4.1 Large scale assessments provide information about system performance and provide a measure of accountability to parents, community and other stakeholders.
4.2 Provincial, national and international assessments are prescribed and/or approved by the Ministry of Education and Child Care. All schools shall participate in provincial, national and international assessments as required by the Ministry of Education and Child Care and the Superintendent.
5. Assessment Guidelines
5.1 Teachers provide clear learning targets and performance criteria.
5.2 Ministry Performance Standards are used where applicable.
5.3 Multiple opportunities are provided for students to demonstrate learning.
5.4 Grades and proficiency levels reflect the most consistent level of achievement.
5.5 Teachers use professional judgement, not averages, to determine grades and proficiency levels.
5.6 Zeros should be avoided for missing or late work.
5.7 Assessment practices must be inclusive and responsive to all students.
References
Ministerial Orders: 93/22, 150/89, 184/23, 190/91, 192/94, 231/19, 295/95, 638/95
School Regulation B.C. Reg. 265/89
K–12 Student Reporting Policy and Communicating Student Learning Guidelines
(Last Revised: June 2025)