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Assessment in Alberta: Discussion Paper

This discussion paper explores internationally accepted principles and practices of fair assessment within a context of critical thinking and the Alberta Social Studies Program of Studies.

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Speaking the Language of Assessment

A common language facilitates conversations about assessment practices.

The following graphic provides a basic overview of assessment terminology. A detailed glossary of assessment terms is available at http://www.aac.ab.ca/glossary_en.html

Assessment
the overall process of gathering data

Checkmark uses strategies of observation, personal
communication, critical challenges, projects,
performance assessments, and tests to gather data
about student learning

Evaluation
the lens through which we view student work

Glasses

Checkmark the process of making decisions about the quality of
student work based on a standard, and uses
descriptive feedback, checklists, rating scales, and
rubrics to share observations with students

Evaluation leads to
decision making
for instruction assessment for learning
(formative)
assessment of learning
(summative)
Checkmark Ongoing evaluation provides teachers with data relative to student acquisition of knowledge, skills and attitudes. Teachers adjust pacing of instruction, complexity of material and concepts, and provide scaffolding to ensure student learning goals are being met. Checkmark Data obtained during assessment for learning is designed to help students improve. Results may be recorded to measure growth, but are not included in summative report card grades. The student is the primary audience. Checkmark Results from summative assessments are included in report card grades, providing a snapshot of student performance at a specific point in time. This information is communicated to students and others who have a right to know.


Source: Alberta Assessment Consortium Workshop Materials (2007)
©Alberta Assessment Consortium
Used with permission

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Last updated: December 15, 2008 | (Revision History)
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