Assessment Plan









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Elm Street School

Grades: ELP – Gr. 6

1001 Elm Street SE 

Medicine Hat, AB T1A 1C2

Phone: 403-526-3528


     Principal: Mike Flieger

Vice Principal: Ashton Weisgerber

Updated: September 25, 2020




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



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:

Google Classroom: 
Daily plans will be posted on Google Classroom for students and parents to reference.When away from school, students can reference Google Classroom to complete assignments missed (Teachers will be providing information for logging on to Google Classroom).

Teachers will be communicating regularly on the Seesaw with school updates. Seesaw will also be used to create a digitalstudent work portfolio, sharing quality evidence of student learning. 

School Website: 
Please check our school website regularly for parent updatesThese updates are emailed directly to parent email accounts on file, as well. 

Facebook: Please check our school Facebook page regularly for parent updates.


It is important that students absent from school and miss assignments and/or summative assessments, complete these as soon as possible from the original assessment date unless otherwise determined by the teacher.
For students who miss significant time due to vacation, they will meet with teachers prior, to put a plan in place. This plan may seek to ground learning and achieve outcomes in the context of the vacation.  


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: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.




Term 1

August 31, 2020November25, 2020


  • Google Classroom (Classroom Assignments) - All Year

  • Seesaw Evidence of Learning (Online App) – All Year

  • Learner Attributes Report – October 2, 2020

  • Parent-Teacher Interview Days (Report Cards will be emailed to parents after meeting) - November 25 and November 26, 2020

**Parent Teacher Interviews will be booked using the setmore app. A parent update and messaging will indicate when you can book a parent teacher interview, either in person or virtually.

Term 2

November 25, 2020 – March 17, 2021

Report cards go home March18and 19, 2021

  • Google Classroom (Classroom Assignments) - All Year

  • Seesaw Evidence of Learning (Online App) – All Year

  • Parent-Teacher Interview Days (Report Cards will be emailed to parents after meeting) - March 17 and March 18, 2021

**Parent Teacher Interviews will be booked using the setmore app. A parent update and messaging will indicate when you can book a parent teacher interview, either in person or virtually.

Term 3

March 17 – June 25, 2021

  • Google Classroom (Classroom Assignments) - All Year

  • Seeaw Evidence of Learning (Online App) – All Year

  • Report Cards - June 25, 2021



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 using the Seesaw online portfolio
on a regular and ongoing basis, to communicate the process of student learning. Through this online platform, all stakeholders (parents, students, and teachers) will be updated throughout a term on student progress. 





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.


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