Teachers determine the best assessment methods for their students. The assessment strategies in this document describe a variety of ideas and methods for gathering evidence of student performance. The assessment strategies column for a particular organizer always includes specific examples of assessment strategies. Some strategies relate to particular activities, while others are general and could apply to any activity. These specific strategies may be 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 adapt further instruction.
About Assessment in General
Assessment is the systematic process of gathering information about students’ learning in order to describe what they know, are able to do, and 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 learning goals, and determine areas requiring diagnostic teaching and intervention. Teachers base their evaluation of a student’s performance on the information collected through assessment.
Teachers determine the purpose, aspects, or attributes of learning on which to focus the assessment; when to collect the evidence; and the assessment methods, tools, or techniques most appropriate to use. Assessment focuses on the critical or significant aspects of the learning to be demonstrated by the student.
The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix D includes a more detailed discussion of assessment and evaluation.
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2000 Copyright. All Rights Reserved. BC MOE Curriculum
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Maintained by: Mathematics Coordinator
Revised: November 30, 2000
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