Student Assessment and Evaluation

Measures used to assess and evaluate student achievement shall be based on the outcomes defined in the Alberta Curriculum and Program of Studies.  Teachers shall use both Formative and Summative Assessments to determine the student progress.

Formative Assessment (assessment for learning) à assessment experiences that result in ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes (not used to determine grades).

Summative Assessment (assessment of learning) à assessment experiences designed to collect information about learning to make judgments about student performance at the end of a period of instruction.  Information gathered from formative assessment and practice is not used to determine a student’s grade.  Only levels of achievement derived from summative assessments are used as evidence and are reported in a Teacher’s Mark book.  The final evaluation shall be a cumulative final mark.  Buck Mountain Central does not feel that a Zero is an accurate measure of student learning in reference to the course outcomes.  As a result, Zeros will not be given as a mark unless:

  • A student has not handed in an assignment two weeks prior to end of the term
  • A student has cheated on a test or assignment, including committing plagiarism

BMC's Beliefs on Assessment

At BMC, We Believe the Following About Student Learning, Instruction, and Assessment

Instruction should:

  • be based on the appropriate Program of Studies as outlined by Alberta Education
  • focus on a broad range of outcomes, reflecting multiple dimensions of skill development
  • encourage students to set and revise learning goals
  • consider cultural background, language proficiency, and prior experiences, in order to give all students equitable opportunities to use accommodations and/or assistive technology as appropriate
  • within the same subject area, be based on predetermined levels of rigor for the learning outcomes.  Teachers will strive to work cooperatively to ensure this occurs

Assessment should:

  • value formative assessment as an important component of student learning, and those measures should not be factored into a student’s achievement grade
  • separate behaviours, such as participation, attitude, and attendance, from academic achievement if they are not curriculum based
  • ensure that grades are based on an individual’s performance rather than group achievement grades (group work or self-assessment may have an individual component)  
  • allow no single assessment measure to be considered as the main source of evidence when making professional judgement about student achievement toward the expected learning outcomes

The Following Stakeholders’ Roles were Defined by BMC Staff

At BMC, we believe that students should:

  • be motivated, put in effort, be willing to practice, and see the value in their work; take on a teachable attitude
  • have a responsibility to do their best in order to maximize learning
  • see the target they are aiming for and know the expectations
  • know the purpose and value of assessment (formative and summative assessments)
  • be an integral part of the assessment process through peer and self-assessments
  • reflect on their learning and assessments so they know what outcomes to target for extra support
  • have choice and understanding in how they will be assessed
  • set SMART goals, celebrate all success, big and small
  • not be too focused on a number grade
  • revise work based on feedback

At BMC, we believe that teachers should:

  • believe all students are capable of learning at high levels
  • model attitudes that they expect of students
  • have a clear and defined purpose for each assessment
  • know and meet curricular outcomes
  • plan for formative and summative assessments
  • apply strategies and have a plan for when students do not meet the outcomes
  • make formative assessments valuable for student growth, allow for them to inform instruction
  • be flexible to student needs and continuously monitor student progress
  • follow IPPs, accommodate and modify assessments
  • give useful feedback to students about their learning
  • collaborate between each other for common practices
  • blueprint summative assessments
  • make students aware and understanding of assessment practices
  • allow for choice in assessment; provide a variety of assessments
  • communicate outcomes to students and their purpose

At BMC, we believe that parents should:

  • know the importance of taking an active role in their child’s education
  • encourage and support a positive attitude about assessment
  • work with teachers to help their child’s learning by asking questions and monitoring their child’s work habits and their progress
  • communicate expectations to students and check in regularly
  • know what their child’s curriculum is by reinforcing their learning at home
  • maintain effective communication with the school and have access to online markbooks
  • have an understanding of formative and summative assessments
  • understand that a certain percentage grade isn’t the only reflector of assessment

When assessment is a focus: (taken from the Assessment High School Redesign Pillar)

  • a variety of assessments are used, including portfolios, demonstrations of learning, applied projects, and performance assessments
  • assessment is a part of the learning process and is used to guide teachers in adjusting instruction, promoting learning, and assessing student mastery
  • clear expectations about high standards, foster a culture of continuous improvement
  • students are given chances to replace earlier attempts and have opportunities to make up missed assignments
  • fair, accurate and flexible grading practices are used, and teachers exercise their professional judgment when determining final course marks
  • professional development assists teachers in understanding how to manage and use the data they gather

Plagiarism

Plagiarism is an extremely serious offence.  Essentially, plagiarism involves submitting or presenting work in a course as if it were the student’s own work done expressly for that particular course when, in fact, it is not.  Most commonly plagiarism exists when:

  1. The work submitted by the student was actually done by someone else, but is presented as the student’s work.
  2. Parts of the work are taken from another source without reference to the original author.
  3. The whole work is taken from another source without reference to the original author.
  4. The student submits work in one course which has also been submitted in another course without prior agreement of the teachers(s) involved.
  5. While it is recognized that scholarly work often involves reference to the ideas, data and conclusions of other scholars, honesty requires that such references be explicitly and clearly noted.

Junior High Assessment

Courses

Midterm %

Final %

ELA 7

5

20

ELA 8

5

20

ELA 9

10

15

Social 7

7.5

7.5

Social 8

10

10

Social 9

10

15

Math 7/8/9

10

15

Science 7/8/9

10

15

 

Senior High Assessment

Courses

Final Exam %

ELA 10-1/-2

30

ELA 20-1/-2

30

ELA 30-1/-2

30

Social 10-1/-2

30

Social 20-1/-2

30

Social 30-1/-2

30

Math 10C

20

Math 20-1/-2

25

Math 20-3

25

Math 30-1/-2

DIP

Math 30-3

30

Science 10/14/24

20

Biology 20/30

20

Chemistry 20/30

20

Physics 20/30

20