Ontario Principles of

Assessment

Planning &
Assessment in
the Junior
Classroom

- are fair, transparent, and equitable

for all students;
- support all students, including those
with special education needs, those
who are learning the language of
instruction (English or French), and
those who are First Nation, Metis, or
Inuit;
- are carefully planned to relate to the
curriculum expectations and learning
goals and, as much as possible, to the
interests, learning styles and
preferences, needs, and experiences of
all students;
- are communicated clearly to
students and parents at the beginning
of the school year or course and at
other appropriate points throughout
the school year or course;
- are ongoing, varied in nature, and
administered over a period of time to
provide multiple opportunities for
students to demonstrate the full range
of their learning;
- provide ongoing descriptive
feedback that is clear, specific,
meaningful, and timely to support
improved learning and achievement;

Parent-teacher
communication
There are three formal
reporting periods during which
Report Cards are sent home.
The first Progress Report will
be sent home in by the end of
October. I am looking forward
to seeing you all again at the
parent-teacher conferences.
I will send home monthly
newsletters that will
communicate calendars and
what we are learning. This will
also be accessible on our class
website. I am available to
discuss your childs progress in
person, over the phone, by
email, or in person.

Ms. Margaret-Gosia Rutkowska
Email: ms_rutkowska@email.com
Work number: (613) 123-4567 ext.890

- develop students self-assessment

skills to enable them to assess their
own learning, set specific goals, and
plan next steps for their learning.

Drop-in appointments: Mon-Wed

3:30-5:00pm

Welcome to Assessment and

Planning in Ms.
Rutkowskas Class J
I am looking forward to
working with you and your
children throughout the
school year.
This brochure contains:

The 7 Principles of
Assessment;
Types of Assessment I
will use in our class;
Information on how
the lessons and unit
will be planned, and
Information about the
first report card, and
my contact
information.

Universal Design for

Learning
All of the Units of study will
be designed through
Universal Design for
Learning, which is sometimes
referred to as Backwards
Design.

Assessment for, of, and as learning

Assessment FOR learning:
The Diagnostic Assessment occurs before or at the very beginning of a unit of study. The goal of this
type of assessment is to understand what the student already knows, and their readiness to learn new
material. The diagnostic assessments help me prepare meaningful and relevant lessons that will meet
each childs learning needs.
Assessments will include: pre-tests, self-assessments, classroom discussions, interviews, observations, and anecdotal
records.
Assessment OF Learning:
The Formative Assessment is ongoing and occurs throughout instruction. The teacher will support the
student through guidance and through modeling outcomes.
Assessments will include: observations, discussions, reflections, conferences, in-class activities, and studentfeedback.
Assessment AS Learning:
Summative Assessment takes place after learning. Students will have the opportunity to demonstrate
what they have learned through a culminating assignment: performance, portfolio, projects, or
test/examination.

This means that the Learning

Outcomes of each unit will be
clustered into BIG IDEAS,
and will be set as learning
goals at the beginning of the
unit. Students will have a
clear understanding of their
learning targets. Lessons +
activities will be developed to
help students achieve the
learning targets.
Differentiated Instruction
(meeting each childs learning
needs and learning styles) will
be used to help each student
achieve the learning target.
Students will have choices
throughout the unit to
demonstrate their learning.