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Communicate Student Learning

Assessment
Communicate student learning

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Class Profile

A class profile provides a snapshot of the class’s strengths, challenges, class-wide goals, and individual needs.

Teachers can develop a student dimension inventory (see template) that captures students' specific interests, strengths, necessary supports, and targeted core competencies. This tool is useful in guiding both instruction and assessment strategies.


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Strength-Based Comments

Strength-based comments emphasize what students have learned or achieved, identifying strengths and offering specific examples to clarify general statements. These comments align with learning standards, frame difficulties as challenges, and suggest actionable next steps for improvement.



RTI.pngResponse to Intervention - Tier 1,2,3

Response to Intervention (RTI) is a multi-tiered system of support for all learners, particularly those in need of support. Ultimately, RTI is a school-wide prevention system that focuses on identifying, teaching and monitoring students experiencing difficulties.



Types of Communicating Student Learning

Point of Contact

These are scheduled points when teachers share specific updates on a student’s progress. Communication should clearly explain how the student is performing relative to the course or subject, using the provincial proficiency scale. Formats can include:

  • Teacher-created rubrics
  • Portfolios
  • Emails
  • Phone calls

Student Learning Conferences

Student Learning Conferences involve teachers, students, and parents collaborating to showcase the student’s progress. These meetings help parents understand their child’s overall development and achievements.

MyEd BC Written Reports

Throughout the year, Written Learning Updates and the Summary of Learning will be shared via MyEdBC.

  • Elementary and middle schools will provide two Learning Updates, followed by a Summary of Learning at the end of the school year.
  • Secondary schools will issue one Learning Update midway through each semester and a Summary of Learning at the semester's end.

Triangulate Evidence of Student Learning

Conversations 

Products

Observations

  • Student interviews
  • Student-led conferences
  • Literature Circles
  • Reciprocal Teaching
  • Four corners discussion or debates
  • Partner talk
  • Socratic Seminar
  • Portfolios & journals: daily journal, math journal
  • Tests and quizzes
  • PowerPoint or Canva Slides
  • Self-assessment and reflections
  • Essays and stories
  • Charts, tables, graphs
  • Sketches, drawings, comics
  • Watch students in buddy-reading or partnering to solve math problems, 
  • Observe students working with a recipe in Foods or on a lab in Science.
  • Listen to students reading to assess their fluency.
  • Listen to students playing scales or observe them reading music.
  • View performances in drama, film, or band.

Primary and Middle Reporting Schedule

Date/Month
Type of Contact
Reporting Parameters

End of September

Point of Contact

  •  Student-specific contact with each family (via phone, email, or in-person)
  •  Learning Behaviours
  •  Literacy (Reading, Writing, Oral Language)
  •  Numeracy

November 1

Student Learning Conferences

  • Student self-assessment
  • Changes/concerns
  • Update on all subjects taught to this point
  • Feedback on growth

Dec 4 (Submitted for Review)

First Written Learning Update (MyEDBC report card)

  • All required areas of study
  • Provincial proficiency scale
  • Individualized comments for Learning Behaviours, Literacy, and Numeracy
  • Optional term comment
  • Learning Habits & Engagement (either as a stand-alone comment or integrated throughout)
Dec 18-20 (Sent Home)
March 12 (Submitted for Review)

Second Written Learning Update (MyEDBC report card)

  • All required areas of study
  • Provincial proficiency scale
  • Individualized comments for Learning Behaviours, Literacy and Numeracy.
  • Optional Term Comment
  • Learning Habits & Engagement (either as a stand-alone comment or integrated throughout)
Week of April 9-11 (Sent Home)

May 1

Student Learning Conferences

  • Student self-assessment.
  • Changes/concerns
  • Update on all subjects taught to this point
  • Feedback on growth

June 12 (Submitted for Review)

June 26 (Sent Home)

MyEdBC Summary of Learning

  • All required areas of study
  • Provincial proficiency scale
  • Individualized comments for Learning Behaviours, Literacy, and Numeracy
  • Optional term comment
  • Learning Habits & Engagement (either as a stand-alone comment or integrated throughout)

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Secondary Reporting Schedule

Date/Month
Type of Contact
Reporting Parameters

November 1

Student Learning Conferences

  • Learning Habits and Engagement
  • Changes/concerns
  • Update on all subjects taught to this point
  • Feedback on growth
November 13 - Submitted to the office

Semester 1

MyEDBC Written Learning Update

  • Proficiency scale for grade 9
  • Percentages for grades 10-12
  • Individualized comments that provide strengths-based descriptive feedback, explaining where the student is in their learning, and areas for future growth
February 3 - Submitted to the office

 Semester 1

MyEdBC Summary of Learning

  • Proficiency scale for grade 9
  • Percentages for grades 10-12
  • Individualized comments that provide strengths-based descriptive feedback, explaining where the student is in their learning, and areas for future growth

May 1 - Submitted to the office

Semester 2

MyEDBC Written Learning Update

  • Proficiency scale for grade 9
  • Percentages for grades 10-12
  • Individualized comments that provide strengths-based descriptive feedback, explaining where the student is in their learning, and areas for future growth
June 26 - Submitted to the office

Semester 2

MyEdBC Summary of Learning

  • Proficiency scale for grade 9
  • Percentages for grades 10-12
  • Individualized comments that provide strengths-based descriptive feedback, explaining where the student is in their learning, and areas for future growth
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