Suggested Assessment Strategies

The assessment strategies in this IRP describe a variety of ideas and methods for gathering evidence of student performance, and provide examples of criteria for assessing the extent to which the prescribed learning outcomes have been met. Teachers determine the best assessment methods for gathering this information.

For each organizer, a list of specific strategies is introduced by a context statement that explains how students at
this age can demonstrate their learning, what teachers can look for, and how this information can be used to plan further instruction.

The assessment strategies or criteria examples are always specific to each organizer. Some strategies relate to particular activities, while others are general and could apply to any activity.

Assessment in Core French

Since language is acquired in a spiralling and recursive process, students will thrive in a stimulating environment where risk-taking is nurtured and errors are viewed as a natural and informative part of language development. When students understand the role of errors, they are able to make confident decisions about when to take risks and when to edit carefully for accuracy.

In grades 5 to 7, assessment places equal emphasis on three of the major communication skills: listening, reading, and speaking. From grades 8 to 12, equal emphasis is placed on listening, reading, speaking, and writing. Such a balance in emphasis validates the oral and aural skills which have received less attention in the past than reading and writing. Final evaluations should therefore base 50% of the total grade on oral and aural skills from Grade 8 to Grade 12.

About Assessment in General

Assessment is the systematic process of gathering information about students' learning in order to describe what they know, what they are able to do, and what they are working toward. From the evidence and information collected in assessments, teachers describe each student's learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent goals, and determine areas for further instruction
and intervention. Teachers determine the purpose, aspects, or attributes of learning on which to focus the assessment. They also decide when to collect the evidence and which assessment methods, tools, or techniques are most appropriate.

Assessment focusses on the critical or significant aspects of the learning that students will be asked to demonstrate. Students benefit when they clearly understand the learning goals and
learning expectations.

Evaluation involves interpreting assessment information in order to make further decisions (e.g., set student goals, make curricular decisions, plan instruction). Teachers evaluate student performance from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgements about student performance in relation to learning outcomes.

Students benefit when teachers provide evaluation on a regular, ongoing basis. When evaluation is seen as an opportunity to promote learning rather than as a final judgement, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals.

The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to paper-and-pencil tests. Appendix C includes a more detailed discussion of assessment and evaluation.