70 policy by 7huyI83

VIEWS: 0 PAGES: 2

									Policy of the Canadian Teachers’ Federation on Assessment and Evaluation

The following Statements of Principle on Assessment and Evaluation were adopted as CTF
Policy at the 1999 CTF Annual General Meeting:

11.1 Assessment is the gathering of reliable information pertaining to students’ knowledge and
understanding including social, economic and educational factors and resources that influence
student and system performance.

11.2 Evaluation is the process of making judgements, based in part on assessment data.

11.3 Assessment and evaluation are continuous processes that inform decisionmaking at
classroom and system levels.

11.4 Classroom teachers have the primary responsibility for assessing and evaluating student
achievement.

11.5 Governments and school systems have a collective responsibility to provide in-service
opportunities for teachers in the areas of assessment and evaluation.

11.6 Teachers’ organizations, as the professional voice of teachers, must be directly involved in
all policy decisions about assessment and evaluation at provincial/territorial, national and
international levels.

11.7 The purpose of student assessment is to support student learning.

11.8 The design, interpretation and application of information derived from assessment and
evaluation are complex tasks linked to professional beliefs, skills and knowledge.

11.9 Decisions regarding evaluation and assessment should focus on what is valuable and not
simply on what is measurable.

11.10 The purposes and methods of assessing and evaluating student learning, curriculum,
programs and systems are distinct and not interchangeable.

11.11 The tools and processes used to assess and evaluate student learning must be
congruent with the learning theory that is reflected in the curriculum.

11.12 Students should be engaged in self- and peer-assessment, and should be fully informed
of the purpose of assessments and evaluation.

11.13 The assessment and evaluation of students, whether carried out at the classroom level or
beyond, must take account of gender differences as well as cultural, linguistic, socio-economic
and other forms of diversity.
11.14 There are many forms, methods and approaches to assessment, none of which, in
isolation, is an adequate measure of student, program or system performance.

11:15 Information derived from assessment and evaluation of students should be collected,
stored, reported and utilized in a manner respectfully of students’ rights to protection of privacy.

								
To top