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Communicating Student Learning

Communicating Student Learning in Surrey Schools


Quality Assessment and CSL are processes that honour learning as a continuous journey that focuses on growth and improvement over time and provide a window into student learning. They are learner-centered practices that ensure that assessment is fair, transparent, equitable and responsive to all, and includes the following essential elements:

Identify Learning Standards These standards, derived from the curriculum, clarify what students are expected to know, be able to do, and understand(KDU Curriculum Model). They are the points of reference for determining student growth and achievement and for communicating student learning clearly. Criteria are identified to help guide students in achieving successin the learning standards.

Design Learning Experiences Teachers design a variety of opportunities forall students to develop the knowledge, skills and processes embedded withinthe learning standards. Students demonstrate their learning in relation to the success criteria. Capture

Evidence of Learning Students can demonstrate learning in a variety of ways. Learning can be captured through products, conversations, and observations (Triangulate Evidence of Learning). This collection of student workis gathered over time to provide a full profile of the learner and the learning.

Communicate Learning Students self-assess, and teachers and peers provide feedback on the evidence of learning in relation to the success criteria. Feedback describes the student's strengths and next steps. This allows teachers and learners to clearly communicate to parents/caregivers where the students are in relation to the learning standards, what they are working towards, and ways that learning can be supported. It also guides teacher instruction. Parents/caregivers are encouraged to engage in conversations about learning with their child and provide feedback. At a point of time, progress is reported using the proficiency scale.

Through these essential elements, the assessment process becomes transparent and students develop shared ownership of their learning (voice). This leads to increased motivation, achievement, and independence.