Multi Outcome Assessments
- Teachers will consider the nature of the discipline and the individual learning needs of students to determine how to elicit what students currently know and can do in relation to Program of Study and/or IPP outcomes.
- Teachers consider which outcomes are best demonstrated through observations, conversations and/or products.
- When designing assessments, teachers align how they are asking students to demonstrate their understanding with the nature of the learning outcomes being assessed.
- Teachers use their professional judgement to determine how much evidence is required to make an accurate determination of each student’s level of understanding. The amount of assessment information included in each student’s body of evidence will depend on the depth and breadth of outcomes, the design of the assessment and the learning needs of each student.
Non-Diploma “No Jeopardy Final Exams”
Final summative exams are one way in which students may demonstrate their most recent understanding of learning outcomes.
- Final summative exams, which assess students’ ability to apply and synthesize multiple essential outcomes learned over the entirety of the course, are only appropriate and approved for students currently demonstrating a “Proficient 1/2” level of understanding.
- Students who are currently demonstrating proficiency are well prepared to demonstrate further learning and have an opportunity to demonstrate whether they’ve progressed from “Proficient 1” to “Proficient 2” or “Exemplary 1 or 2” (mastery level of understanding).
- Students who are currently demonstrating “Developing” or “Beginning” levels of understanding should not write a final summative exam. These students should focus on ensuring teachers have sufficient evidence to accurately assess their understanding of those outcomes for which they have not yet demonstrated proficiency.
Credit rescue is an ongoing process that occurs throughout the semester and this is a final opportunity for students who are close to completion to do so, with support. When a student is at risk of failing a course, teachers examine the body of evidence they have for the student, identify the outcomes the student is required to demonstrate to obtain the course credit and support the student in working toward course completion.
- Where it is possible to gather sufficient evidence to complete the course during the three days dedicated to “targeted outcome assessment,” teachers will support students in doing so.
Individual Targeted Credit Recovery
If a student has failed a course, credit recovery offers a second attempt to demonstrate understanding of the outcomes required to obtain course completion. Credit recovery ensures that students are not required to repeat outcomes they have already demonstrated. Credit recovery extends past the semester or current school year. For each student who has failed a course, teachers will develop a credit recovery plan that will be communicated on the student’s report card.
Proficiency Scales for Academic Achievement | K-12
In CBE, assessment and reporting of Results 2 (Academic Success) is outcomes-based or criterion-referenced; teachers measure individual student achievement in relation to outcomes from Programs of Study and/or the IPP. Common proficiency scales that define what student understanding and/or skill look like at different levels allow teachers to make consistent judgements about a student’s level of achievement when assessing individual assessments and when analyzing a body of evidence over time. In high school courses, the PowerTeacher Pro gradebook uses a working percentage score for each proficiency level to calculate a final percentage grade, which satisfies the Alberta Education requirement of reporting achievement with percentage grades in high school courses.