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Lake Trail Middle


Student Assessment Policy  Lake Trail Middle School

We believe that quality assessment and evaluation as well as clear specific communication of student progress and learning are essential components of the teaching and ​learning process.

Fair assessment practices will provide accurate information about an individual student and will lead to an evaluation and communication process which is clear, accurate and meaningful for both the students and parents.

Each student will be provided with an effective assessment program that balances assessment for learning, as learning and of learning.  Evaluation of student learning will be reported to parents as per Ministry requirements.


Communicating learning is done in a variety of ways and is from an appreciative point of view.  It is an ongoing and collaborative process to provide a clear and accurate picture of each student’s learning journey at that moment in time.

 Guiding Principles of Communicating Student Learning

  • Communication centers on each student as an individual - not one size fits all.
  • Communication is ongoing and fluid.
  • Communication involves all partners in the learning process.
  • Communication reflects where each student is, at a particular time in their learning journey.
  • Communication is viewed through an appreciative lens and reflects individual growth.
  • Communication is used to inform future learning activities and next steps.


Assessment: the process of gathering information on student learning from a variety of sources to understand how well students are achieving identified curriculum outcomes.

Diagnostic Assessment: the process of gathering evidence of student learning prior to the commencement of instruction on a specific topic. This information is useful in planning instruction as well as creating individualized programs. It is also considered a form of formative assessment

Formative Assessment: is a range of formal and informal assessment procedures employed by teachers during the learning process in order to plan and modify instruction and learning activities to improve student learning (assessment for learning). It typically involves qualitative feedback (rather than scores) for both student and teacher that focuses on the details of content and performance (assessment as learning).

Summative Assessment: is designed to evaluate student learning at the end of an instructional unit or course (assessment of learning). It forms the basis of levels of achievement.

Evaluation: the process of collecting and interpreting information in order to judge whether or not a specific goal has been met. Regarding student learning these goals are defined in the curriculum.

Grading: the assignment of value to represent the level of achievement attained.

Reporting: the regular communication both formal and informal regarding students progress and ways in which student learning can be supported and recognized.  This communication is with the teacher, student and parent.

Fair: refers to the use of assessment strategies which offer equitable opportunities for each student to best demonstrate their learning. It often requires assessing outcomes in different ways related to the individual needs and circumstances of each student.

Guiding Principles for Fair Assessment

Assessment is used to improve, guide and support student learning.

  1. Assessment is an ongoing process.
  2. Teachers assess student learning, describe what the student knows and is able to do and use this information to adjust instruction for individual students, small groups or whole classes and to assist in planning of further instruction.
  3. Students are active participants in the assessment process.
  4. Student behaviour including work habits, attitudes, effort, attendance, handing in work late are to be reported and communicated home but they are not part of the grading of a student’s achievement unless they are part of the prescribed learning outcomes for the course.
  5. Communication about student assessment and evaluation is ongoing, clear, meaningful and respectful.
  6. Assessment and evaluations of student progress must be in relation to the learning outcomes.

Standards of Fair Assessment

  1. Instruction is to be based on plans that reflect the learning outcomes identified in the prescribed curriculum and Board/Authority Authorized Courses (BAA).
  2. Assessment and evaluation criteria and procedures are to align with specified learning outcomes in Ministry courses and BAA's, performance standards and or the student's Individual Educational Plan (IEP).
  3. The Intended learning outcomes and criteria for success are communicated with students prior to any assessment and evaluation so students are clear as to the expectations and requirements.
  4. All students are to be provided with appropriate, multiple and varied opportunities to demonstrate their learning.
  5. Teachers must provide all students with ongoing and descriptive feedback about their learning in an effort to help them improve.
  6. Teachers provide opportunities for students to learn how to self assess their own work and to set improvement goals.
  7. Evaluation of Student learning will be based upon sufficient assessment of student learning and reported to parents and students as per Ministry and Board Guidelines.

Student Assessment

  1. All Assessment, evaluation and reporting practices will be consistent with the School Act, and related Regulations and Ministerial Orders as well as the District's Guiding Principles of Assessment.
  2. Classroom, School, District and Provincial assessment data will be used to inform decision making at the school and District level.
  3. Schools will look at ways to improve the effectiveness of assessments, evaluation and reporting practices will be monitored by all levels and necessary improvements and adjustments to practices will be made accordingly.
  4. The School’s Assessment policy is to be made available to all students and parents, ensuring that there is a clear understanding of the practices in each class.
  5. Assessment and evaluation of student achievement will only be based on the prescribed learning outcomes of the curriculum. Student performance will be compared to the established criteria / or learning outcome rather than the performance of other students.​