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It defines assessment’s primary purpose as collecting evidence of student progress to guide instruction and improve learning. The procedure specifies assessment practices, including ongoing descriptive feedback aligned to Alberta Programs of Study outcomes, open and timely communication with students and parents, formative strategies with self/peer and metacognitive opportunities, and summative reporting based on multiple evidence sources and teacher professional judgement, including an appeal process.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/administrative-procedure-360-assessment/501522/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/administrative-procedure-360-assessment/501522.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-03",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of assessment in this procedure?","Question",{"text":112,"@type":113},"To gather evidence about student progress to guide instruction and improve student learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the procedure describe formative and summative assessment?",{"text":117,"@type":113},"Formative assessment is ongoing, frequent, purposeful exchange about progress toward clear learning goals to improve learning; summative assessment collects information at the end of instruction to make judgments about performance and achievement.",{"name":119,"@type":110,"acceptedAnswer":120},"On what basis will a student’s grade be determined?",{"text":121,"@type":113},"A student’s grade is based solely on learner outcomes (knowledge, skills, processes) from the Alberta Programs of Study and not on factors such as effort and punctuality, using a body of evidence from summative assessments and reasoned professional judgement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},501522,1791215222,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Administrative Procedure 360  \nASSESSMENT  \nBackground  \nThe District understands assessment to be integral to student learning. The primary purpose of assessment is to gather evidence about student progress to guide instruction and improve student learning. Key components of assessment include ongoing communication and reporting of student performance to students and parents in relation to the outcomes of the Alberta Programs of Study.  \nAssessment practices will:  \n• Recognize the student as integral to the process;  \n• Focus on student learning through ongoing descriptive feedback with dialogue in reference to the outcomes;  \n• Be based on learner outcomes (knowledge, skills, processes) from the Alberta Education Programs of Study with reference to the competencies as per the Ministerial Order on Student Learning (\\#001/2013);  \n• Support programming that meets the needs of diverse learners;  \n• Ensure open and timely communication of assessment and reporting systems with students and parents;  \n• Include a variety of formative assessment strategies and provide opportunity for self and peer assessment and for developing metacognitive strategies;  \n• Report student learning which represents consistent demonstration of understanding of the learner outcomes, based on multiple sources of evidence over time, with consideration given to relevant and recent evidence informed by the teacher’s reasoned judgement;  \n• Be aligned with District core values and affirm the student’s dignity and respect;  \n• Reflect responsibilities outlined by Alberta Education Teaching Quality Standard; and  \n• Provide a process for appeal.  \nDefinitions  \nThe following definitions are consistent with those used by Alberta Education, endorsed by the Alberta Assessment Consortium and informed by current research:  \nAchievement a student’s demonstration of knowledge, skills and competencies relative to the Alberta Programs of Study learner outcomes  \nAssessment the process of collecting information on student achievement and performance which includes formative and summative assessment  \nAssessment for learning (formative assessment) the process involving ongoing, frequent, and purposeful exchange of information between students and teachers about student progress toward clearly specified learning goals, for the purpose of improving learning and informing instruction; formative assessment includes opportunities for students to practice and demonstrate their understanding and skills prior to summative assessment  \nAssessment of learning (summative assessment) assessment experiences designed to collect information about learning to make judgments about student performance and achievement atthe end of a period of instruction; may be in the form of a mark, descriptors on a rubric or level of achievement  \nEvaluation making informed professional judgment and decisions about student understanding and the quality of a student’s work over a period of time  \nGrade multiple sources of data compiled into a summative statement of student achievement, and progress relative to the learner outcomes, reported as a level of achievement, number or a percentage  \nLearner outcomes the provincially mandated knowledge, skills and processes, from the Alberta Programs of Study, which students are expected to demonstrate  \nMetacognitive strategies processes designed to help students understand the way they learn, to think about their thinking and recognize and apply next steps that enhance their learning  \nProcedures  \n1. The Principal shall formally review and communicate the District Administrative Procedures regarding student assessment, with staff, students, and parents, yearly.  \n2. The Principal, in collaboration with teachers, shall align assessment practices in the school with current District Administrative Procedures, including District standards for reporting.  \n3. The Principal shall monitor and engage in ongoing dialogue regarding implementation of assessment practic","cbCaimcgfBI54wkm","https://ap.wps.com/l/cbCaimcgfBI54wkm","pdf",61082,"English","# Background\n## Assessment practices will\n# Definitions\n## Key terms\n# Procedures\n## Principal responsibilities\n## Teacher responsibilities","[{\"question\":\"What is the primary purpose of assessment in this procedure?\",\"answer\":\"To gather evidence about student progress to guide instruction and improve student learning.\"},{\"question\":\"How does the procedure describe formative and summative assessment?\",\"answer\":\"Formative assessment is ongoing, frequent, purposeful exchange about progress toward clear learning goals to improve learning; summative assessment collects information at the end of instruction to make judgments about performance and achievement.\"},{\"question\":\"On what basis will a student’s grade be determined?\",\"answer\":\"A student’s grade is based solely on learner outcomes (knowledge, skills, processes) from the Alberta Programs of Study and not on factors such as effort and punctuality, using a body of evidence from summative assessments and reasoned professional judgement.\"}]","Administrative Procedure 360 - Assessment | PDF",1791020227,13]