Student Assessment Plan



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Guide to Student Assessment, Achievement, and Learning 



Teachers in Medicine Hat Public School Division are focused on supporting our students to be independent and successful learners. As part of this work, teachers in all our schools are engaged in developing and using assessment practices that assess students based on outcomes. Outcomes describe what your child is expected to know and do according to the Alberta Education Programs of Study. 

Students need to know and understand the outcomes they need to achieve, what they are doing to achieve them, and what they will do once they have achieved them. This is the work teachers do together with students in the classroom. As students demonstrate their learning and achievement, teachers assess progress and, at key points during the year, formally assess student achievement on those outcomes. There should be regular communication with students and parents about the learning and levels of achievement throughout the year. One of the communication tools parents are used to is a progress report or report card. In elementary schools, these are printed documents sent home to parents. In grades 7 through 12, these are often reflected online on PowerSchool and/or printed as formal reports and sent home. 



















You can support your child’s learning and success by: 

  • Knowing you are an important part of the team 

  • Creating routines at home that help your child be prepared for learning every day 

  • Making sure your child attends school regularly and on time 

  • Staying informed and connected to the school – reading the information sent home or communicated through social media 

  • Asking questions of your child’s teacher if you’re unsure about where your child is at 

  • Attending school events and parent-student-teacher interviews/conferences 

  • Asking your child’s question about their learning and helping them recognize the actions they are taking towards improvement and learning. 

Teachers will help your child’s learning and success by: 

  • Providing programming that is suitable for your child 

  • Providing multiple opportunities and ways for students to show what they know and can do 

  • Making a plan with students who may have missed important assessments and activities  

  • Communicating in student friendly language, expectations and how student work will be graded/marked 

  • Keeping detailed evidence of your child’s achievement and challenges  

  • Regularly communicating with you about how your child is doing and the learning occurring in the classroom and/or course 

  • Using Universal Screening Tools for reading and math to plan for instruction and learning. 

Students have a responsibility for their own learning and are expected to: 

  • Attend school every day and on time 

  • Be participants in classroom and school activities 

  • Ask questions 

  • Demonstrate their learning by finishing assignments to the best of their ability 

  • Let the teacher know when they need help 

  • Take advantage of chances offered to revise or redo assignments or tests so they can show growth in their knowledge or skills 


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At Medicine Hat Public School Division, we determine grades/marks in a variety of ways. 

Formative Assessments 

Over the course of the year, your child should have many opportunities to develop and practice key skills and increase what they know. These opportunities show your child’s teacher how they are doing, what their strengths are, and where they can improve. This is called formative assessment 

Summative Assessments 

Throughout the school year, your child will have opportunities to demonstrate what they have learned by an identified point in time. These assessments are marked and are put together with other evidence. Teacher then make decisions using the work your child has completed (products), what they’ve seen your child do (observations), and discussions they’ve had with your child (conversations), to determine a mark on the report card.  

Missing or Incomplete Student Work 

It is important that teachers communicate with parents/guardians regularly and in a timely fashion about missing or incomplete student work. In our school, you can expect that teachers will use the following methods to communicate with you about this area: 

The process for parent communication will be separated into two distinct areas.  Communication prior to the implementation of FreshGrade and communication once FreshGrade Next becomes the Division assessment platform.  Prior to FreshGrade the classroom teacher will contact parents first by phone.  Those conversations will be noted in student Log Entries as required.  Assessment supports and intervention that require a detailed level of implementation will be supported through phone and email communication.      

It is important that students absent from school communicate directly with their classroom teacher to collaboratively build a plan to complete missed assignments and/or summative assessments.  These assessments will be provided for students to first be completed during class time.  This will require students to utilize their flex period to complete core assessments.  If this time is not sufficient, students will be assigned those assessments as homework.   

It is the expectation that students will attend school on scheduled days and take holidays according to the school calendar.  Current empirical research outlines that missing 10% or more instructional days will greatly impact the academic development of students in all grades and translates to how an increased number of absences over an academic year can place students in peril with respect to their academic, behavioural, emotional and social development.  Classroom discussion, problem solving and collaborative opportunities with their peers and many other unique learning opportunities are only possible in a classroom setting.  For this reason, we believe the best place for your student to learn is in their classroom with their teacher and peers as learning partners.  In the event that a guardian chooses to take their student out of school at times other than school holidays, teachers will not provide work for that time.  Teachers will however provide families with key concepts and basic resources that may be used to support their learning. It is expected that parents will support their child in learning these outcomes.   Any missed work or summative assessments will be completed upon the return of the student to class, at the teacher’s discretion.  Page Break 


Our school uses many tools and ways to make sure you are informed during the school year. Please make sure you review information communicated to you about your child. 

Reporting Terms:  The Medicine Hat Alternative Programs will have 3 Reporting Periods for the 2019-2020 school year.  Report Periods 1 and 2 will be culminated with a Parent/Student/Teacher learning meeting.  A formal printed Report Card will be provided to students and families at the end of Report Period 3.   




Term 1

September 4, 2019 – November 22, 2019


Term 1

Parent/Student/Teacher Collaborative Meeting

November 26 & 273:30-6:00

All Progress Reporting will be communicated in a Parent/Student/Teacher meeting for Report Period One. This time will be used to communicate student achievement measured against grade level curiculum outcomes through an achievement scale, EMAB. Learner Attributes will also be communicated at this time. A summary report will be be provided to families as a reference during this meeting. For students that have ISPs developed to support a specific learning plan,all academic communicationwill be based on ISP goals. The meeting time will be used to communicate literacy and numeracy growth and to develop new academic goals for Report Period 2.

Term 2


November 22, 2019 – March 19, 2020



Parent/Student/Teacher Collaborative Meeting

March 24 & 253:30-6:00


All Progress Reporting will be communicated in a Parent/Student/Teacher meeting for Report Period Two. This time will be used to communicate student achievement measured against grade level curiculum outcomes through an achievement scale, EMAB. Learner Attributes will also be communicated at this time. A summary report will be be provided to families as a reference during this meeting. For students that have ISPs developed to support a specific learning plan,all academic communicationwill be based on ISP goals. The meeting time will be used to communicate literacy and numeracy growth and to develop new academic goals for Report Period 2)

Term 3

March 19, 2020 – June 26, 2020

Students and families will receive a printed grade level report card via mail at the end of Report Period 3. This report card will provide communication related to student learning regarding core,as well as elective course work. A Learner Attribute Assessment will also be provided.




Ongoing Communication: 

It is important that you know what your child is learning about and their achievement along the way.  To support this, our teachers commit to providing students with Quality Evidence of Learning: 

A key belief in our Division’s plan for Assessment centers around our ongoing communication with students and their parent(s)/guardian(s) in regards to their learning.  Over the years, teachers have employed a variety of tools to assist with this communication.  The tool that we have chosen for the 2019/2020 school year is FreshGrade Next.  From the opportunities we have had to engage with this tool, which is under development, it would appear to deliver on some of our key criteria:  

  • ease of use,  

  • one access point for users,  

  • includes announcements, activity/assignment posts, and portfolio features,   

  • ability to use an outcome informed gradebook. (not available with initial release)  

As this is a completely overhauled platform, they have had a delay in the release of the product and it has not been officially released.  It is our intention to incorporate this tool, when it is ready, so that teachers, students and families have an effective, efficient method of communication. 

Until FreshGrade Next can be utilized, the Medicine Hat Alternative Programs will continue to utilize PowerTeacher Pro as our assessment platform.  Program Teachers will continue to communicate via phone/email in regards to student learning.  Assessment Reports can be provided to parents upon request.    



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Achievement Indicators describe the level to which your child is achieving in each of the categories on the report card. 

If your child receives an M for MEETING, he or she has achieved the grade-level outcome to an ACCEPTABLE standard. If your child receives an E for EXCELLING, this demonstrates a DEEPER LEVEL of mastery within the grade-level outcome. 

It is important to note that not all specific learner outcomes can be evaluated at the excelling level. Some outcomes may only reflect knowledge or skill that is either met or not met. 





Excellingin grade level outcomes. Student evidence of learning may be: In depth, perceptive, insightful, thorough, independent.Overall achievement at this levelmeansthe studentcan be confident of being prepared and able to take on new challenges in subsequent grades/courses.

Meetinggrade level outcomes. Student evidence of learning maybe:accurate, thoughtful, logical, complete, independent.Overall achievementat this levelmeans a studentcan be confident of being prepared for work in subsequent grades/courses.

Approachinggrade level outcomes. Student evidence of learning maybe:partially accurate, basic, simplistic, incomplete, in progress.Additional supports may be necessary to further learning in this area.

Beginninggrade level outcomes. Student evidence of learning maybe:inaccurate, vague, undeveloped, minimal, limited.Additional planning and instructional supports will be necessary for further learning in this area.


Teachers, based on the needs of a student, may need to add additional information about the type of programming that affects the way your child’s achievement is recorded. Your child’s teacher may still reflect a level of achievement next to the outcomes on the report card, but they may be based on adaptations or in the case of some students, the level of achievement and growth may be reflected in an Individual Support Plan (ISP). Parents should always be aware prior to the report card if these indicators are used. 


(English Language Learner)



The student's language proficiency level impacts the evaluation of achievement

Student is working on provincial curriculum with adjustments made to instruction

Student is working on programming significantly different than provincial curriculum. The student’s Individual Support Plan (ISP) will reflect more specific achievement towards goals.




The Learner Attributes allow you to see how your child is developing the learning skills and abilities needed to succeed in their own learning as part of the classroom community. These Learner Attributes focus on participation, cooperation, quality work, and respect for self and others. Teachers use observations to identify how often these attributes are demonstrated using the scale below: 

C- Consistently

U- Usually

S- Sometimes

R- Rarely



Provincial Achievement Tests (grade 6 and 9) will still be reported as a single percentage and included for parent information as it becomes available. 




Our high schools will continue to report in percentages for a final course grade as that is the requirement for entry into post-secondary (college and university); however, it should be noted that post secondary institutions rarely grade using percentages and generally utilize a 4 point scale or letters connected to a 4 point scale.  
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