Page 13 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

CHAPTER 1 | fundamental principles
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FUNDAMENTAL PRINCIPLES
CONTEXT
These fundamental principles, which are based on the Principles for Fair Student Assessment Practices for Education in Canada, developed by the Joint Advisory Committee, Centre for Research in Applied Measurement and Evaluation, at the University of Alberta, are central to all assessment, evaluation, and reporting policies and practices. These include policies and practices applied in connection with the achievement of curriculum expectations and the demonstration of learning skills and work habits. The policies outlined in this document are designed to reflect and/or build on these fundamental principles.
For example, transparency is achieved when student learning is assessed and evaluated according to the clear standards outlined in the curriculum expectations (the content standards) provided in all curriculum documents for Grades 1 to 12, and according to the four categories of knowledge and skills and the four levels of achievement (the performance standards) outlined in the achievement chart that appears in every curriculum document.
Education directly influences students’ life chances – and life outcomes. Today’s global, knowledge-based economy makes the ongoing work in our schools critical to our students’ success in life and to Ontario’s economic future. As an agent
of change and social cohesion, our education system supports and reflects the democratic values of fairness, equity, and respect for all. The schools we create today will shape the society that we and our children share tomorrow.
(Ontario Ministry of Education, 2009, p. 6)
In keeping with the principle of supporting all students, policy and the implementation of policy must respond to the needs of a variety of students. As the Ontario Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs has noted in its report Education for All (2005), “Treating all children exactly the same means that children who need accommodations or modifications to the program in order to succeed will be disadvantaged. Some students require more or different support than others in order to work at a level appropriate to their abilities and needs” (p. 5). For some students, therefore, assessment, evaluation, and reporting will be based on modified expectations. For a few other students, where the expectations in the Ontario curriculum do not form the basis of all or part of their program, assessment, evaluation, and reporting may be based on alternative expectations. In addition, accommodations must be provided for many students with special education needs, as well as for many English language learners who are beginning to acquire English as a new language. The ministry, school boards, and schools are also responsible for ensuring effective and appropriate instructional and assessment practices that meet the unique needs of First Nation, Métis, and Inuit students.
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