I will assess many things but will focus on the stands of English/SS:  reading, writing, speaking, listening, viewing, representing and of course critical thinking. Students will self-reflect and self-assess throughout the year in addition to receiving feedback from me.  Conferencing, observations and portfolios will help build evaluation and assessment throughout the year.

I’ll be referring to the BC Performance Standards website:

Click to access writing_g9.pdf

Have a look. – here’s an excerpt from the website:

Students are frequently asked to write about their thoughts,
feelings, and opinions in reaction to current issues, materials they
have read or viewed, or their own experiences.
In Grade 9, students often write journal entries, record their responses to
reading and viewing, offer views on current issues, and share their
experiences. In some cases, these pieces of writing are eventually crafted
for an audience; however, most often, they are not revised and edited,
and the audience is the teacher or the student himself or herself.

Learning Goals:Students are striving to master four cross-curricular competencies, as well as some subject specific content. Assessment of student learning will therefore be based on the extent to which students achieve mastery of these learning goals. Their learning goals are organized into four cross-curricular core competencies and subject specific humanities skills. Please see the following learning goals pages for more information:

  • Communication (reading, writing, speaking, listening, viewing, representing)
  • Thinking (critical, creative, reflective)
  • Personal (self-awareness, self-management)
  • Social (relationships, respect for others)
  • Humanities Subject specific knowledge, ideas and skills

Assessment For Learning:

From September to June, the assessment focus is formative. Formative assessment seeks to determine how a student is doing with his or her learning, and what he or she needs to do next to improve. Formative is assessment is a crucial component of learning itself.

Students will be asked to complete self-assessments as a way to reflect on their own learning and to set their own learning goals, priorities and plans. Learning to engage in effective self-assessment is in itself a learning goal across the curriculum.

As a teacher, I will strive to help students learn to self-assess effectively, to give effective and appropriate feedback to their peers, and to effectively communicate their learning and their understanding. Criteria, checklists, rubrics and exemplars are all tools that students will use to help them understand what they are striving for and how to assess their own work. I will also provide ongoing feedback to students in class, often verbally, about their work itself and about their self and peer assessments.

 Grading and Reporting (Assessment Of Learning):

Summative assessment occurs at the end of the year to provide a summary of student achievement.

Term one and two interim reports will include a letter grade (indicating a percentage range), but not a specific percentage mark.  For all grades, final report cards in June will display a specific summative percentage mark for the year. These final marks reflect student work throughout the year, but emphasize student skills later in the year – where students arrive rather than where they begin (or even a simple average).

Students will be assessed primarily on work they do in class.  Although students are encouraged to practice and develop their work and their skills (including reading, writing and research) at home, they need to demonstrate their abilities and attitudes in class daily to receive full credit for it. In other words, in order to receive excellent grades, students need to consistently demonstrate excellence in class, not just produce excellent homework assignments or excellent exam results. This emphasis on daily class practice reflects a broad skill spectrum that includes self regulation, social interaction, thinking processes and communication practices rather than being limited to a specific knowledge base or polished project only.

Furthermore, report cards are primarily communication tools.  They are designed to communicate student learning to parents and students (and for senior grades to prospective universities as well). However, students should focus on their learning itself through ongoing daily self-reflection, as well as through feedback from peers and their teachers.  Parents should feel free to talk to their children about schoolwork throughout the year. I encourage parents to look at their children’s writing and projects and to provide feedback on this work.  I also welcome parents to email me, call me and/or meet with me whenever they feel it would be helpful.

Determination of the grade is a process that will involve students self assessment, dialogue about areas of strength and areas for growth and my professional judgement. Student voices and reflection are always an important part of this process.