This document outlines the history and future of assessment practices in a Saskatchewan school division from 1999-2004. It discusses moving from a focus on standardized testing to developing common grade-level assessments and using assessment for learning. The division developed assessment guidelines and provided professional development on assessment strategies. The vision is now to improve student learning through high-quality, student-involved classroom assessment that balances assessment of learning with assessment for learning and empowers students. The division will continue developing teacher and student assessment skills and using data to advance student learning.

1. Assessment Where we have been, where we are now, where we are going

2. Influences on School Capacity and School Student Achievement

3. Student Achievement Instructional Quality, Curriculum, Instruction, Assessment School Capacity Teachers’ Knowledge, Skills, Dispositions Professional Community Program Coherence Technical Resources Principal Leadership Policies & Programs on Professional Development

6. Assessment for Learning Educational assessment contributes to the ability of schools to deliver high quality education to all Saskatchewan children and young people. Assessment for learning is an early phase in the evaluation process that involves the process of collecting, analyzing, interpreting and reporting information to improve student learning.

7. Where we have been 1999 – 2000 System Goal: To develop a division wide assessment and evaluation protocol that details student progress from K to 12. It is hoped that the finished format will be a detailed profile that outlines an overall division view and minimum competency expectations at each grade level. A hold is placed on standardized testing in MJSD1 CAT3 in-service High school administrators asked to gather information about the most appropriate timing for the CAT3

8. Where we have been 2000 – 2001 Set of recommendations presented to principals Examination of Materials: Ed. Act, STF policy, protocols from other school divisions Development of the “Grade Alike” concept

9. Where we have been 2001 – 2002 Grade Alike meetings launched at the K – 8 level: focus on assessment Subject Alike meetings were held among 9 – 12 teachers Survey developed and distributed to all teachers re: assessment procedures teachers used Data collated and shared

10. Where we have been 2002 - 2003 Grade Alike meetings continued: focus on reporting to parents, revising progress reports & curriculum networking Standardized Testing reintroduced to grades 6 & 10 Assessment Strategies becomes a PD focus throughout our division Assessment Strategies: A Practical Guide for Teachers and Administrators developed by Saskatchewan Learning – Region 3

11. Where we are now 2003 – 2004 Vision Statement: The vision of MJSD1 is to improve student learning/achievement through high quality, student-involved classroom assessment. Understand the difference between assessment of & assessment for learning . Invite teachers to further explore the assessment for learning approach. Continuation of Assessment Strategies as a PD focus. Distribution of Assessment Strategies: A Practical Guide for Teachers and Administrators developed by Saskatchewan Learning – Region 3 to all high school teachers. Understand the need for balance between assessment of and assessment fo r learning.

12. Where we are going 2004 - ? Continue to develop teacher & student assessment literacy within our division: Develop a practice of students as key users & empowered decision makers. Use data to advance student learning. Establish clear and appropriate learning targets in student friendly language. Improve communication of targets, purpose and progress.