Evidence of learning is collected within the context of student performance relative to curriculum outcomes. This evidence does not include extraneous factors such as behaviour, tardiness, or incomplete assignments. When data on these factors are included, information about student performance becomes distorted. If teachers, for whatever reason, are unable to collect sufficient information about learning to make a valid and reliable judgement of student performance, then the most honest communication is to indicate that no mark is awarded due to insufficient evidence.

To arrive at a meaningful representation of student performance, teachers require multiple pieces of evidence derived from a variety of assessment strategies. Teachers need to consider carefully how much evidence is required during a typical reporting period. The actual amount of evidence required may depend in part on whether the collected evidence confirms a typical pattern of performance. If the evidence shows an erratic performance pattern, additional evidence may be required. As such, a mathematical calculation of marks must be mediated through the eyes of the teacher’s professional judgement.

Supporting Collaboration among Teachers

Jurisdictions have found creative ways to provide collaborative time for teachers. This time is especially important when new reporting systems or assessment approaches are introduced, as teachers need opportunities to design, assess, and make sense of new practices together.

Strong collaboration builds consistency, clarity, and coherence in teaching, assessment, and reporting, and supports a shared understanding of high-quality learning. However, effective collaboration is not just about time; it is about how that time is used. Schools must be intentional in protecting professional learning priorities and maintaining a focus on improving student learning. Ultimately, this requires intentional structures, focused dialogue, and a collective commitment to improvement.

The following videos and questions invite teams to reflect on:

• • Prioritizing professional learning to keep collaboration focused on student learning
  • Using team meetings and release time to support meaningful changes in practice
  • Building shared expectations for student learning (e.g., proficiency, success criteria, enduring understandings, and quality evidence)
  • Co-developing assessments that reflect deep, enduring understanding

Assessing Student Performance in Relation to Curriculum Outcomes

Assessment must accurately reflect what students know and can do in relation to curriculum outcomes. When non-achievement factors such as behaviour, effort, or punctuality are included in grades, they distort the true picture of student learning. While these factors are important and should be reported, they must remain separate from academic achievement to ensure fairness, clarity, and integrity in assessment.

A focused and intentional approach to assessment requires educators to critically examine long-standing practices and align grading with its primary purpose: representing learning.

The following video invites school teams to reflect on:

• The clarity with which learning is separated from non-achievement factors in assessment and reporting
• The beliefs and traditions that may influence current grading practices
• The impact of including non-learning factors on accuracy and fairness
• Strategies for gathering clear, outcome-based evidence of learning
• The role of collaboration in strengthening consistency and professional judgement

Gathering Evidence on the Full Range of Curriculum Outcomes

Whether using outcomes-based or holistic reporting, teachers are responsible for gathering evidence across the full range of curriculum outcomes, including knowledge, skills, procedures, and deeper understanding. Clustering outcomes in assessment design helps ensure that important dimensions of learning are not overlooked.

A key challenge is moving beyond narrow measures of recall to capture meaningful, transferable learning. Effective assessment draws on a variety of evidence and aligns closely with instruction and reporting to provide a comprehensive picture of student learning.

Strengthening assessment practices requires intentional design, collaborative dialogue, and a shared commitment to accurately represent student learning.

The following videos and questions invite teams to reflect on:

• Clarity and consistency in assessing a broad range of outcomes
• The role of leadership and professional dialogue in building shared understanding
• The use of varied evidence to capture what students know, understand, and can do
• Alignment between assessment, instruction, and reporting
• A focus on deep learning and big ideas
• Collaborative conversations grounded in evidence, clear outcomes, and actionable next steps

These reflections support teams in examining whether current practices focus mainly on recall or more fully capture deep, transferable learning.

Working Together to Determine What Acceptable Work Looks Like

A shared understanding of quality student learning develops through intentional collaboration rather than compliance. When educators engage in professional dialogue, analyze student learning, and co-construct criteria for success, they build clarity, consistency, and collective ownership of assessment practices. In contrast, simply providing ready-made resources rarely leads to deep understanding.

This work is strengthened through the use of exemplars, cross-grade coherence, and moderation practices (structured opportunities for teachers to calibrate their assessment decisions together) within and across schools. By focusing on both the process and the product, educators ensure that judgements of student learning are accurate, equitable, and transferable across contexts.

The following videos invite school teams to reflect on:

• The role of professional dialogue in building a shared understanding of quality
• How examples of student work make learning expectations clearer and more concrete
• The importance of coherence and progression across grades and subjects
• How moderation practices support consistency and equity in assessment
• Balancing school-based ownership with system-wide alignment