Student Achievement :: Achievement Indicators

Appendix D

Appendix D, in early versions of the IRPs, consists of sample evaluation plans that show how activities, assessment, and evaluation might come together in order to assist teachers in assessing how well students are meeting the expectations of the prescribed learning outcomes

The Classroom Assessment Model

Classroom Assessment Models, included in recently developed IRPs, outline a series of assessment units that address all of the prescribed learning outcomes for each grade.

The Classroom Assessment Model format is replacing the Appendix D format as IRPs are revised or newly developed.

Achievement Indicators

To support the assessment of provincially prescribed curricula, an IRP includes sets of achievement indicators in relation to each learning outcome.

Achievement indicators, taken together as a set, define the specific level of knowledge acquired, skills applied, or attitudes demonstrated by the student in relation to a corresponding prescribed learning outcome. They describe what evidence to look for to determine whether or not a student has fully met the intent of the learning outcome. Since each achievement indicator defines only one aspect of the corresponding learning outcome, the entire set of achievement indicators should be considered when determining whether students have fully met the learning outcome.

Achievement indicators support the principles of assessment for learning, assessment as learning, and assessment of learning. They provide teachers and parents with tools that can be used to reflect on what students are learning, as well as provide students with a means of self-assessment and ways of defining how they can improve their own achievement.

Excerpts from Current IRPs (2007, 2008, 2009).

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