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Peace Wapiti Public School Division
Educating today for success tomorrow
Peace Wapiti Public School Division No. 76
1  – “What did you do in school today? Teaching effectiveness: A Framework and Rubric.” Canadian Education Association (May 2009)
“Differentiated assessment is a strategy to encourage every student to meet the same rigorous standards in different ways.” From Differentiated Instruction to Differentiated Assessment Douglas Reeves
Assessment is the process of “gathering information … from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations in a subject.” (Ministry of Education, 2006d, p. 15)

“Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand and can do with their knowledge as a result of their educational experiences.”
  (Huba and Freed, 2000)

There needs to be greater alignment of assessments with individual learner needs that support varied learning strategies to enable the achievement of learning outcomes. To effectively develop learner competencies, teachers must be supported in developing new assessment strategies and practices to help students demonstrate competencies in all learning environments.

Inspiring action on education (2010) Government of Alberta
Student assessment [is] an activity embedded in lesson design and delivery. It is an ‘enabler’ of the teaching learning process, facilitating changes to lesson design and delivery through continuous monitoring of what students know and are able to do, and planning or adjusting instruction accordingly.” 
Assessment of student learning is expected to drive the change process.
Assessment for classroom learning and action: A framework for planning a school improvement program. Tan, Santos
“Improved learning should be the primary purpose behind assessment and teaching. Assessment should be informed by the needs, ends and process of teaching and learning.”
“It is essential to recognize that one type of assessment does not fit all”
Assessment, Teaching and Learning. The Gordon Commission on the Future of Assessment in Education Volume 1, No.2 November 2011