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 determine the purpose, aspects, or attributes of learning on which to focus the assessment. They also decide when to collect the evidence and the assessment methods, tools, or techniques most appropriate to use. Assessment focusses on the critical or significant aspects of the learning students will be asked to demonstrate.
Students benefit when they clearly understand the learning goals and learning expectations.
The activities suggested in this IRP illustrate a variety of strategies for observing and interacting with students and for collecting their work. Each set of assessment strategies begins with a context statement that suggests an overall approach for the assessment of content, processes, and procedures. Teachers may want to adapt some of the suggested activities to suit particular students or situations. While students perform activities, teachers use a variety of strategies to assess their levels of understanding in relation to outcomes. Possible strategies include performance assessment, oral and written reports, and student self-assessment.