Classroom Assessment as a Professional Responsibility

• Assessment aligns with the learning outcomes as stated in the curriculum

• Criteria communicate learning, not task completion

• Clear learning criteria support sound assessment decisions

• Assessment is used to communicate learning, not to trick students

TQS Connection: Professional Body of Knowledge

• Judgments are based on patterns over time

• Multiple sources of evidence reduce bias

• One task or moment is rarely sufficient

• New learning replaces earlier misconceptions; students are not penalized for prior understanding

TQS Connection: Professional Body of Knowledge

• Evidence informs next instructional steps

• Feedback supports learning before summative assessment

• Assessment is embedded in instruction, not separate from it

TQS Connection: Inclusive Learning Environments

• Grades communicate achievement, not behaviour or compliance

• Mixing academic and non-academic factors distorts meaning

• Clear communication builds trust with students and families

TQS connection: Fostering Effective Relationships

• Provide students with multiple opportunities or ways to demonstrate learning

• Make assessment decisions that are culturally responsive and sensitive

• Recognize and support learner variability, strengths, and context

TQS Connection: Establishing Inclusive Learning Environments