Assessment means literally "to sit beside and observe". In the context of classrooms, assessment is the systematic and ongoing process of collecting, describing and analyzing information about student progress and achievement in relation to curriculum expectations and the achievement chart. Assessment may be diagnostic, formative or summative.

High quality assessment is based on the following principles:

1. The primary purpose of assessment is to improve student learning.
2. Assessment practices must be fair and equitable for all students.
3. Communication about assessment is ongoing, clear and meaningful.
4. Professional development and collaboration support assessment.
5. Students and parents are involved in the assessment process.
6. Assessment practices are regularly reviewed and refined.

The Primary Purpose of Assessment

The primary purpose of assessment is for the student to receive multiple attempts to practice and to demonstrate understanding of content and to develop skills by receiving specific and timely feedback by the teacher in order to improve achievement.
The primary purpose of assessment is for the teacher to analyze student progress for the purpose of modifying and refining the teaching/learning cycle to better meet student needs.

There are three types of assessment, each distinguished by the kinds of questions that it answers. With the exception of some very simple diagnostic tools, the same contexts, methods, and tools can be used to collect data for each of the three types of assessment: diagnostic, formative, and summative.

Identifying the Purpose of Teaching/Learning and Assessment

Teachers should review the Board's curriculum guidelines and resource documents, their knowledge of learning and child development, and assessment information about their students, with the learning expectations presented in The Ontario Curriculum in mind. One the basis of this information, they:

• determine what their students currently know, can do and value
• describe what they want their students to know, be able to do and value
• describe developmentally appropriate criteria/observable indicators of achievement

Programs, units, lessons, tasks and contexts are then planned and implemented to provide:

• multiple and varied opportunities for students to achieve what we want them to know, do and value
• multiple and varied opportunities for students to demonstrate their learning
• evidence of student achievement
• information for the analysis of students' strengths, needs and interests
• information for determining how successful instructions have been and where modifications may be required