!

Types&of&Assessment&your&child&
will&have&available&to&them&in&
our&classroom&

For&
Brainstorming, KWL Chart,
Pretests, Double-entry Journal,
Checklists, Conferencing, Learning
Styles Inventory, Questioning,
Running Records&

As&
Self-assessment, Exit Card, Quiz,
Portfolio Check, Journal Entry,
Debriefing, Inside-Outside Circle,
Think-Pair-Share, Four Corners,
Quick Write, Gallery Walk&

Of&
Presentation, Conference, Essay,
Exhibition/Demonstration, Interview,
Learning Log, Observation,
Performance Task, Portfolio, Test,
Journal Select Response SelfAssessment

The!information!in!this!brochure!provides!
only!a!glimpse!of!assessment!and!
planning!criteria.!Please!feel!free!to!visit!
the!curriculum!documents!at:!
http://www.edu.gov.on.ca/eng/curriculu
m/elementary/subjects.html,!and!these!
four!valuable!resources!(covers!in!each!
corner)!available!through!the!Ministry!of!
Educations!website!
(http://www.edu.gov.on.ca)!
As!always,!you!are!more!than!welcome!to!
contact!me!and!we!can!discuss!your!
questions!and/or!concerns.!!

London!P.S.!
1151!Main!St.!
London,!ON,!N6K!8L4!
www.londonps.ca!

Reaching)EVERY)student!)
!

Ms.&Cassidys&Classroom:&A&&
Parents&Guide&to&Planning&&&
Assessment&

Your&Childs&Grades:&Four&Levels&of&Achievement&&
!
Level 1: achievement that falls much below the provincial standard. The student
demonstrates the specified knowledge and skills with limited effectiveness.
Level 2: achievement that approaches the provincial standard. The student demonstrates
the specified knowledge and skills with some effectiveness.
Level 3: achievement at the provincial standard. The student demonstrates the specified
knowledge and skills with considerable effectiveness.
Level 4: achievement that surpasses the provincial standard. The student demonstrates the
specified knowledge and skills with a high degree of effectiveness.!

KTCA! Foundation of our Rubrics

Knowledge and Understanding: Subjectspecific content acquired in each grade/course
(knowledge), and the comprehension of its
meaning and significance (understanding)
Thinking: The use of critical and creative
thinking skills and/or processes
Communication: The conveying of meaning
through various forms
Application: The use of knowledge and skills
to make connections within and between
various contexts!

Blooms Taxonomy of Higher-order Thinking

What you can expect from me

1. Fair, transparent, and equitable assessment
for all students
2. Assessments that are carefully planned to
reflect the curriculum expectations and
learning goals and, as much as possible, to the
interests, learning styles and preferences,
needs, and experiences of all students
3. Expectations that are communicated clearly
to you and your child at the beginning of the
school year and at other appropriate points
throughout the school year
4. Provide ongoing descriptive feedback that is
clear, specific, meaningful, and timely to
support improved learning and achievement
5. Regular phone calls/emails/Remind 101s that
inform you of your childs successes and
needs in the classroom.
6. Consistent updates on our classroom website:
www.mscassidy.weebly.com
7. Relevant curricular expectations and
8. Requests for your thoughts and observations
about your childs learning and assessments.
9. No guessing gamesunit outlines, curricular
expectations, and relevant rubrics will be
readily available.
10. An invitation to contribute to your childs
learning profile that will support their
learning in the classroom and at home.

!!!
**Report Cards, Grades 1-8**
Elementary Progress Report Card:&
Shows development of the learning skills and
work habits during the fall of the school year,
as well as general progress in working
towards the achievement of the curriculum
expectations in all subjects.
Elementary Provincial Report Card
Reflects achievement & development of
curriculum expectations, and learning skills &
work habits at two points in the school year:
1st period: September to January/February
2nd period: January/February to June
The report card also encourages your child to
identify goals and determine an action plan.

Linking Instruction and Assessment: The Design

Down Planning Model