Assessment

CHeS Assessment Policy Elementary: CHeS follows the Interim Student Reporting Guidelines as outlined in schedule A. Our policy supports 5 assessment appointments; 3 informal and two formal assessments. The informal assessments are direct teacher family interviews (Sept. Nov. Apr.)  while the 2 formal assessments are report templates available online in January and June. June’s report is summative and will be emailed to the family as a PDF. Go here to view the policy in full.

CHeS Assessment Policy High School: This policy follows the Grad Policy Guide. Grade 10 - 12 assessment is similar to Elementary only instead of 2 formal assessments, 3 are required for High School; period, 1, 2, and final. Assessments will be percentages with corresponding letter grades and comments as appropriate.

Assessment Options

"Assessment should provide students with multiple ways to demonstrate what they know and are able to do." At CHeS we offer four forms of assessment:

1. GRADED ASSESSMENT: Possible at all grade levels.  Traditional rubrics, letter grades, or percentages are awarded students for their performance in the subjects.  See below.

2. NONGRADED ASSESSMENT: Possible for K-9 assessment and SE high school students.  Comment based assessment that focuses on student effort and progress. Performance standards or proficiency scale comments may be added to the assessment communication. See bottom.  

3. WORK HABITS: Are typically assessed with an invitation for parent and student involvement.  Grading Scale: Good, Satisfactory or Needs Improvement.

4. CORE COMPENTENCY SELF-ASSESSMENT: Every year in April CHeS students are invited to self-assess their level of competency concerning the following skills:

  • Communication and Collaboration
  • Critical Thinking and Creative Thinking
  • Personal and Social Skills/Development

Click Here for Grading Standards

 

GRADED ASSESSMENT: Student progress will be noted on progress reports using the following rating scales in conjunction with comments from teacher observations.

In Grades K-3, the following scale is used in formal assessments.  
In Grades K-12, some teachers also use this scale for informal assessment of student work.

1 - Not Yet Meeting Expectations
2 - Approaching Expectations
3 - Meeting Expectations
4 - Exceeding Expectations

In Grades 4-9 letter grades appear in formal assessments. A, B, C+, C, C- etc...

In Grades 10-12 letter grades accompanied by a percentage mark appear in formal assessments.

 

NONGRADED ASSESSMENT: Student progress will be noted on progress reports using comments and the following performance standards or Ministry Proficiency Scale as follows:

Beginning or Emerging: The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.

Developing: The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.

Demonstrating or Proficient: The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.

Mastering or Extending: The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning

 

BC Provincial Graduation Assessments

Graduation assessments are changing to align with the new curriculum. As part of the updated graduation requirements, students in the B.C. Graduation Program will have to complete three provincial assessments. They will focus on the demonstration and application of numeracy and literacy.

*Note: students graduating in the 20-21 school year who are taking English Studies 12 (required Gr. 12 LA) will not need to write a Literacy Assessment.   They are exempt from the GLA 10 and 12 but they must complete the GNA before graduation.

 

Foundation Skills Assessment (F.S.A.)
The B.C. Ministry of Education expects all BC DL students in grades 4 and 7 to write the F.S.A. Each year, students will be notified of test dates and participation procedures.

 

DL Marking Policy

Designated assignments handed in late may be down-graded by 10% upon teachers discretion. There may be a good reason for lateness but students need to validate this to be allowed more time. Also, at teacher discretion, assignments may be submitted twice for grading purposes.  The best score will be counted.  

 

Core Competency Self-Assessments are now required by the Ministry.  All Elementary students must complete this assessment as part of April's informal assessment. High School students with 3 or more courses will complete this assessment at their school of record (SOR). If CHeS is your SOR, High School students will complete thier core-competency self-assessment with us as part of April's informal assessment.  CHeS encourages the growth of core competencies throughout the learning journey and the student will be encouraged to self-reflect often regarding their communication, thinking, personal & social competency.