Board Policies & Administrative Procedures

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AP 3 – 22: Assessment, Evaluation and Reporting of Student Learning

Related Policies:
Related Procedures:
Initial Approval: 
Last Amended:
Last Reviewed: 2019 November 28


Chinook’s Edge School Division establishes and implements student assessment and evaluation in accordance with the expectations of Alberta Education and with the needs of students attending schools in the Division. The Division believes that both high quality instruction and sound educational decision making depend upon high quality assessment that is both formative and summative. The Division, therefore, expects all assessments to provide accurate information about student achievement in relation to the learning outcomes in the Alberta Education Programs of Study.

Assessment, evaluation and communication of student achievement and growth and positive, thoughtful and meaningful experiences for students promote growth. Student learning in education programs shall be assessed to assist in:

  • Improving student learning,
  • Guiding teaching practices congruent with research-based principles,
  • And establishing and maintaining standards.


This procedure applies to all staff.


Learning Outcomes: students’ learning expectations based on the curriculum standards from the Alberta Program of Studies.

Assessment: the process of collecting evidence of student learning.

Evaluation: the process of judging student achievement based on curriculum standards from the Alberta Program of Studies.

Formative Assessment (Assessment for Learning): occurs during teaching and learning and is used to inform teachers and students of what has been learned and to provide direction for improvement.

Summative Assessment (Assessment of Learning): reports on the status of learning at the end of a period of instruction.

Grade: a summary statement of student achievement based on the learning outcomes, usually indicated as a number, letter or category. Grades are based on summative assessments, except in rare situations where information from existing summative assessment is not sufficient to determine a grade.

Mark: a number, letter or category assigned to any learning task that may be used to determine a grade.


1. Under the leadership of the principal, teachers will ensure that assessment and evaluation practices are consistent with the Education Act, Alberta Education’s Guide to Education and Division Procedures. Teachers and administrators shall communicate assessment and evaluation procedures to students and parents.

2. To ensure accurate, fair, consistent and equitable student assessment and evaluation, school level procedures developed under the leadership of the principal and consistent with Division procedures, shall be developed and maintained.

3. The assessment and evaluation of student learning in Chinook’s Edge School Division schools shall be viewed as an ongoing process, serving both formative and summative functions.

4. A variety of assessment methods shall be used to ensure comprehensive, reliable and valid evaluation of student performance.

5. Teachers shall ensure that students are informed about the learning targets, the standards or criteria that will be used for assessment, and the means of evaluation. In addition, parents or guardians shall have access to this same information.

6. The evaluation of student progress shall be based upon the curriculum outcomes as outlines in the Alberta Program of Studies.

7. Grade practices must ensure the accurate measurement of learning and not behaviour.

8. Teachers, under the leadership of the principal, will establish consistent, student success-driven processes to support and ensure completion of student work, and to develop and implement alternatives to zero through the pyramid of intervention.

9. Academic dishonesty and incomplete evidence of learning will be dealt with on a case-by-case basis.

10. Under direction of the principal, schools shall develop procedures for interpreting and using assessment information (including that derived from the results of provincial achievement tests, diploma exams and satisfaction surveys from parents, students and teachers) to improve the quality of educational programs.

11. Where students require an individualized program plan or where curricula have been specifically adapted or modified for an individual student, assessment standards shall be set in relation to the outcomes and time frames identified in the individual program plan.

12. Assessment information on individual students shall be accessible only to students, parents or guardians, teachers or other education personnel who may require it to inform their practice

13. Appeals: Appeal procedures regarding student assessment and evaluation, available to both students and parents, include the following:

13.1 If a student or a parent/guardian believes an error has been made, he or she may appeal the grading to the teacher.

13.2 In the event that student or parent/guardian is not satisfied with the outcome of the appeal to a teacher, the grading may be appealed to the Principal.

13.3 The Principal shall report the results of the review to the appellant, in writing, within one week of the receipt of the appeal. A copy of the appeal and record of the Principal’s decision shall be forwarded to the Superintendent.

13.4 The student or parent/guardian may appeal, in writing, the Principal’s decision to the Superintendent. The Superintendent shall review the case and render a decision in writing within ten days of receiving the appeal.

13.5 In the case of diploma examination, the student has the ultimate right to appeal to Alberta Education whose decision on the appeal is binding on both parties.

14. Student Progress Reports

14.1 At a minimum of three times per year, or twice per semester (with the exception of Kindergarten which reports twice at a minimum), schools will formally report student achievement to students and parents/guardians. As a result of electronic report cards, students and parents have continuous access to progress on learner outcomes.

14.2 Student marks shall not be withheld from the student.

15. Student Placement

15.1 Decisions with respect to placement are the responsibility of the teachers, in consultation with parents/guardians, with the final decision resting with the Principal.

15.2 Students are to be placed with their age appropriate peers (K-9), except in situation where it is determined through consultation with parents/guardians, school and Division Office staff that this placement would not be in the best interest of the student.

15.3 Authority for placement in specific senior high school programs rests with the senior high school Principal, in consultation with parents/guardians and staff. Senior high school promotion is by course as per Alberta Education policy.

15.4 When a child is placed in a certain grade, but demonstrates a level of achievement below that which would be normally expected in the core subject areas of that grade, the student’s teacher or teachers shall report this discrepancy to parents.

15.5 Placement of students with learning or behavioral individualized programs will occur through procedures established by the Associate Superintendent of Student Services.

16. Retention of teacher gradebooks, is for one school year. At this time, they can be discarded.


Education Act
Freedom of Information and Protection of Privacy Act


2018 May 08 Reviewed
2019 June 12 Revised
2019 Nov 26 Reviewed