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It explains the role of teachers and teams in planning culturally responsive, trauma-informed, and inclusive strategies, including Tier 1/2 supports, Individual Learning Plans, and referrals when needed. It details assessment FOR learning (diagnostic and formative), assessment OF learning (summative reporting), and related evidence sources used for classroom programming, IEP development, and reporting.",{"@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/section-f-educational-and-other-assessments/464022/",{"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/section-f-educational-and-other-assessments/464022.png","ImageObject",300,407,{"name":92,"@type":93},"lugxt","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-09-30",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the primary purpose of student assessment and evaluation in this standard?","Question",{"text":112,"@type":113},"To improve learning. 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Please click this feedback link to leave your suggestions/comments on the 2024-2025 Special Education Plan.  \nPurpose of the Standard  \nTo provide details of the board’s assessment policies and procedures to the ministry and to make parents aware of the types of assessment tools used by the school board, the ways in which assessments are obtained by IPRCs, and the ways in which assessments are used  \nEnsuring assessment practices and learning conditions are rooted in critical consciousness ensures that no groups of students are marginalized or discriminated against (hooks 2003) .The primary purpose of student assessment and evaluation is to improve learning. Assessment has the greatest potential to improve student learning when it is an integral part of all classroom activities and when it is used to identify students’strengths and needs to determine the next steps for learning. The Ontario Ministry of Education policy documents Growing Success: Assessment Evaluation and Reporting in Ontario Schools (2010) and Growing Success – The Kindergarten Addendum  provide guidance to schools on policies and procedures for assessment, evaluation, and reporting for Kindergarten and Grades 1 to 12. The policies outlined in Growing Success, described below, reflect the current state of continuously evolving knowledge about learning.  \nWhen a teacher observes a student who has some areas for growth at school (e.g. , academic, social/emotional, behavioural), the teacher will seek support through the principal and the Special Education and Inclusion Consultant. Collaboratively, they will ensure that instructional intervention strategies focus on the student’s identity, lived experiences, strengths and areas for growth. Strategies need to include the following:  \n● Evidence of Culturally Relevant and Responsive Pedagogy, Cultural Safety and Trauma-Informed practices and assessment that reflects the student’s identity and lived experiences  \nSection F: Educational and Other Assessments 41  \n● Evidence of Tier 1 and Tier 2 Strategies, Universal Design for Learning and Differentiated Instruction  \n● Evidence of an Individual Learning Plan (ILP) that records and tracks any strategies implemented by the teacher(s)  \n● Evidence of implemented strategies recommended by the Special Education and Inclusion Consultant  \nMost student needs can be met in the regular classroom with Tier 1 and Tier 2 interventions that consider the student’s identity, lived experiences, strengths and areas for growth. If this is not possible, after careful consideration of the above and communication with parents/guardians/caregivers, the teacher may refer the student to IST and/or SST.  \n Assessments by Teachers   \nAssessment findings provide information relevant for classroom programming, Individual Education Plans, the Provincial Report Card and Identification Placement and Review Committees. Teachers collect assessment information in a variety of ways: formal and informal observations, discussions/conversations/questioning during the learning process, student-teacher conferences, homework, group work, demonstrations/performances, projects, portfolios, developmental checklists/continua, peer and self-assessments/ reflections, essays and tests. Assessment is planned at the same time as instruction, to determine what needs to be taught, guide next steps and help both teachers and students monitor and evaluate progress towards achieving learning goals.  \nKinds of Educational Assessment  \nTeachers carry out educational assessment as part of their on-going work with all students and for students with special education needs, throughout the development, implementation and review of Individual Education Plans (IEP) . Teachers use terms such as diagnostic, formative and summative to describe the kinds of educational assessment that can be used for different purposes: assessment FOR learning, assessment OF learning, and assessment AS learning.  \nAssessment ","cbCaigawRELRyXc5","https://ap.wps.com/l/cbCaigawRELRyXc5","pdf",237170,21,"English","# Purpose of the Standard\n# Ensuring Rooted Assessment Practices\n# When Teachers Seek Support\n# Assessments by Teachers\n# Kinds of Educational Assessment\n## Assessment FOR learning\n## Diagnostic assessment\n## Formative assessment\n## Assessment OF learning","[{\"question\":\"What is the primary purpose of student assessment and evaluation in this standard?\",\"answer\":\"To improve learning. Assessment is most effective when integrated into classroom activities and used to identify students’ strengths and needs to determine next learning steps.\"},{\"question\":\"What evidence should be used to support culturally relevant, responsive pedagogy and trauma-informed assessment?\",\"answer\":\"Evidence that assessment reflects students’ identity and lived experiences, aligned with culturally relevant and responsive pedagogy, cultural safety, and trauma-informed practices.\"},{\"question\":\"How do assessment FOR learning and assessment OF learning differ?\",\"answer\":\"Assessment FOR learning collects information to decide where learners are, where they need to go, and how to get there, using diagnostic and/or formative approaches. Assessment OF learning records and reports learning, generally as summative evaluation at or near the end of a learning period based on criteria.\"}]","Section F - Educational and Other Assessments | PDF",1790767551,53]