AAC Assessment Glossary Flashcards
achievement level
the grade level of outcomes a student is demonstrating within the mandated program of studies
assessment
process of collecting information on student performance that includes a variety of assessment tasks designed to provide information to monitor and improve student learning
assessment for learning
formative assessment
assessment experiences that result in an ongoing exchange of information between students and teachers about student progress toward clearly specified learner outcomes; this information not used for grading purposes
assessment of learning
summative assessment
assessment experiences designed to collect information about student learning in order to make judgments about
student performance and achievement at the end of a period of instruction; this information is shared with students, parents/guardians, and others who have a right to know
checklist
a two-point feedback tool that indicates if a student has met specific criteria derived from learner outcomes, i.e., yes or not yet
criteria
summary statements beginning with strong action verbs that identify the learning to be achieved, based on Alberta Programs of Study; developed by teachers as part of the process of planning for assessment and instruction
descriptive feedback
the process of engaging in ongoing, specific and constructive conversation or providing written comments about learning that relates directly to the learner outcomes; feedback can be provided by teachers, peers, as well as students themselves as they engage in self-reflection
evaluation
a process of making decisions about the quality, value or worth of a response for the purpose of providing descriptive feedback (formative) and/or marks (summative)
grade (mark)
a letter, number or performance level reported at the end of a period of time as a summary statement of student
performance based on a variety of summative assessments
grading
a process to determine a student’s performance level
learner outcomes
the provincially mandated statements of knowledge, skills and attitudes students are expected to demonstrate as a result of schooling
peer-coaching
a process whereby one student considers the quality of another’s work and provides feedback based on criteria derived from learner outcomes for the purpose of helping to improve performance; requires a non-threatening and supportive relationship between the peers; also referred to in the literature as peer-assessment, peer-feedback, peer-tutoring, or peer-editing
performance assessment
a meaningful, real-life task that enables students to demonstrate what they know and can do in situations like those they will encounter outside the classroom as well as in situations that simulate how people do their work
performance level
a grade (mark) representing how well a student demonstrates grade level learner outcomes
rating scale
a feedback tool consisting of three or more levels that indicates how frequently, consistently or well a student
demonstrates criteria derived from learner outcomes; performance levels are labeled but no descriptors of quality are provided
