Assessment and Evaluation

Teachers use practices and procedures that: 

• Are fair, transparent, and equitable for all students; 
• Support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit; 
• Are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, needs, and experiences of all students; 
• Are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; 
• Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; 
• Provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; 
• Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. 

Professional Judgement as defined in Growing Success: Judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction. (Ontario Ministry of Education, 2010, p. 152)

Assessment is how teachers gather information to understand how well students are learning. It includes looking at their knowledge, skills, and work habits. There are three main types of assessment:

Assessment for Learning

This happens during learning. Teachers and students use it to check how things are going and what needs to happen next.

• Students try different tasks to show what they know. 
• Teachers give helpful feedback so students can improve. 
• It can include class discussions, group work, quizzes, hands-on activities, projects, and portfolios. 

 Assessment as Learning

This helps students think about their own learning. They learn how to set goals, track their progress, and choose strategies that help them learn best. 

• Students reflect on what they’ve learned and what they still need to work on. 
• Students use tools like checklists, charts, or learning strategies. 

Assessment of Learning

This happens after a learning cycle and shows what students have learned at the end of a unit or course. 

• Teachers use this to evaluate student achievement. 
• It is based on learning goals and success criteria.   
• It can include tests, projects, or final assignments. 

Evaluation is when teachers use their professional judgement to give a grade or mark, based on assessment results which can include observations, conversations, and products. It shows how well a student has met the learning goals and success criteria at a certain point in time. Evaluation is based on the Achievement Chart found within Ministry of Education curriculum documents.

Accommodations help students show their learning without changing what they are expected to learn. Some examples include: 

• Extra time to finish a test or assignment 
• Flexible seating or group arrangements 
• Access to technology (like speech-to-text tools or graphic organizers) 
• Visual aids or checklists to stay organized 

These supports are available to students who need them—even if they don’t have an Individual Education Plan (IEP). 

Most accommodations happen right in the classroom with the teacher. Sometimes, depending on the need, other school supports may be used too. 

Ontario’s education system is one of the most inclusive in the world. It endeavors to offer a high-quality education system that values the strengths and abilities of all students. As we learn more from research about equitable assessment and evaluation practices, we provide professional learning for teachers and guidance on implementation of evidence-based strategies. In particular, the research is clear that having high expectations for students, using in-the-moment feedback related to visible success criteria, and teaching students how to self- and peer-assess will help move all students toward success.  

Teachers collect evidence from three main sources: observations, conversations, and student products. In some courses—especially those focused on skills—teacher observation is essential. For example, listening and speaking in English or safe equipment handling in technology classes are assessed through direct observation. These observations are documented and included in the student’s final evaluation. 

Summative assessments (like projects, essays, reports, or tests) are designed to reflect what a student knows and can do independently. Completing them under teacher supervision helps ensure the work is authentic and accurately reflects the student’s learning. 

While the number, type, and depth of summative tasks are consistent across classes, the specific tasks may vary. Teachers design assessments that reflect the learning needs of their students and the way the curriculum is delivered in their classroom. This flexibility supports meaningful and responsive assessment. 

Teachers use a variety of assessment and evaluation strategies to ensure fairness and responsiveness to student needs. This includes moving beyond traditional tests to include projects, practical tasks, portfolios, and more. The goal is to give all students multiple ways to show what they know and can do. 

For every summative task, students receive written criteria that explain how their work will be evaluated. These criteria describe what is needed to achieve each level of achievement—from Level 1 (limited understanding) to Level 4 (thorough understanding). This helps students understand what quality work looks like and how to aim for their best. 

All Ontario school boards follow the Ministry of Education’s Growing Success policy for assessment, evaluation, and reporting. However, each board is also responsible for developing its own internal procedures that reflect local priorities and practices. This means that while the foundational principles are the same across the province, the specific expectations and processes may vary. Students taking e-learning courses from other boards are expected to follow the policies of the board offering the course.  

Here are some simple ways you can help: 

• Check in on attendance. If your student has been away due to illness or other reasons, most daily work is posted in Minds Online or another digital platform. Teachers are available to help students catch up and answer questions. In hands-on courses like the arts, tech, or physical education, some missed experiences may have been lost.  
• Look at their notebook or online course. Are assignments being completed and submitted on time? This helps teachers know who might need extra support and is a way for the teacher to provide next steps for improvement.   
• Ask to see the course outline. This document lists all major assignments and tests. It also explains what success looks like—so students know how to aim for strong achievement.   
• Look for teacher feedback. Teachers often leave comments on assessments to help students understand what they did well and what they can improve. Encourage your student to read this feedback and reflect on their progress to see if they understand what they did well and what still needs work.   
• Encourage communication. If your student has questions or concerns, suggest they speak with their teacher. You can also reach out directly to discuss how your student is doing, and what would be helpful to support them at home. 

Learning skills and work habits are critical factors in the development of students as lifelong learners, and as contributors to society and the world of work. That is why they are reported separately on the Ontario report card. If teachers and families continue to stress the importance of learning skills and work habits, then it is more likely that students will also see their importance.