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Early Learning » Assessing Learning

Assessing Learning

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Overview
 
Assessment is a vital part of teaching and learning. It is the ongoing process of gathering, interpreting, and using information about learning. Assessment helps educators see what children know, what they can do, and what they understand.
 
Thoughtful assessment guides instructional decisions, fosters meaningful learning experiences, and supports each child’s growth. Historically, assessment has pertained solely to tests or letter grades. Currently, we understand that assessment includes conversations, observations, and children's work, that combined with descriptive feedback, provide insight into their progress. 
 
Descriptive feedback is an essential tool within assessment that helps children and families understand what the child is learning, how they are progressing, and how to support their next steps. Unlike simple praise or grades, descriptive feedback provides specific, clear, and actionable information. Effective descriptive feedback fosters a growth mindset by emphasizing progress and possibilities rather than just outcomes. When feedback is timely and focused on learning goals, it encourages learners to reflect, take ownership of their learning, and build confidence. 
 
At it's heart, assessment is about listening deeply to children and using what we learn to help them thrive. This process then becomes transparent and collaborative when children and families are invited to share knowledge and responsibility.

 

"The fundamental purpose of assessment is to support and improve children's learning."

- B.C. Ministry of Education and Child Care
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Authentic and Responsive Assessment
 
 
Authentic assessment aligns with instructional practice, curriculum, and what we know about how children learn best. It involves a wide variety of approaches that recognize and honour the diversity of learners. Each type of assessment serves a different purpose:
 

Assessment for Learning

Ongoing
Improve learning
 Assessment for learning involves educators using evidence about children's knowledge, understanding and skills to inform teaching. Sometimes referred to as ‘formative assessment', it occurs on an ongoing basis throughout the learning process. For example, exit slips are an informal way for educators to check for understanding. ELP assessment and benchmarks used to inform instructional next steps are considered assessment for learning.

Assessment as Learning

Continual
Deepen learning
 Assessment as learning occurs when children ask questions to reflect on their learning, identify where they're at, and set goals to drive their learning forward. This cyclical process creates pathways for children's voices. When children engage in self-reflective practices, they are learning through the process of assessment. A KWL chart is an example of assessment as learning.

Assessment of Learning

Periodic
Rank and report
 Historically, assessment of learning involved educators using evidence of children's learning to assess achievement against outcomes and standards and to rank and compare children to each other. Currently, we are shifting to better align assessment with what we know about children's healthy learning, growth, and development along a continuum. Sometimes referred to as ‘summative assessment', assessment of learning happens at defined key points throughout the year.  For example, a cumulative project or presentation can be used as assessments of learning. ELP assessment and benchmarks used as a final indicator of children's capabilities in a certain area are considered assessment of learning.

 

 

Collaborative Assessment

 

 Collaborative assessment is a process where two or more people work together to evaluate learning. It can involve educators collaborating with each other, educators and students co-assessing, or students assessing their own and each other’s work. Collaborative assessment can take place for, as, and of learning, encouraging shared responsibility, dialogue, and deeper understanding of learning goals and outcomes. For example, think-pair-share allows children to learn from each other's perspectives and knowledge.

Self-Assessment

 

Self-Assessment engages children in the process of evaluating their own work or performance against specific criteria or standards. It involves making judgments about the quality or effectiveness of what they’ve done, often to identify strengths and areas for improvement.

Self-Reflection, on the other hand, engages the child in a deeper, and more personal process of thinking about their  experiences, actions, and learning. It focuses on why they did something, how they felt, and what they learned, encouraging insight and personal growth rather than evaluation.
 

"Assessment is today's means of modifying tomorrow's instruction."

- Carol Ann Tomlinson

 
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Assessment Tools

 

Assessment tools are essential resources that help educators gather meaningful information about student learning and progress. Tools provide structure and clarity, supporting skill assessment and deepening knowledge about learners. 

Continuum

 A continuum shows learning as a continuous journey of development. It typically shows how learning, growth, and development emerge over time. For example, the K to 12 Learning Progressions demonstrate a continuum of proficiency in both literacy and numeracy.

Rubric 

A rubric, on the other hand, is an assessment tool that outlines specific criteria and performance levels for a particular task or product. It breaks down what quality work looks like at different levels and is often used to evaluate student work against defined expectations. The K-3 Social Responsibility Quick Scale is an example of a rubric.

Checklist 

A checklist lists specific tasks, behaviours, or criteria to be observed, completed, or met. It is typically used to track whether a particular action or requirement has been achieved. Unlike a continuum, which emphasizes a progression of learning, a checklist is binary—either something is checked off as completed/achieved or not. The K-3 Oral Language Checklist in our Early Learning Profile is an example of a checklist used for assessment.
 
 
 
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Decolonizing Assessment
 
 
Transformative assessment involves reflecting on our assessment practices and considering and piloting new approaches, in an effort to align with our pedagogy, which is ever-evolving.
 
Truth and Reconciliation calls on educators to acknowledge the negative influence of colonization in education and to work towards decolonizing our practice. Decolonizing assessment is an ongoing journey of learning and unlearning. It requires us to ask questions, about our practice, such as:
 
- How are we honouring the First Peoples Principles in our assessment practices?
- How are our assessment practices holistic in nature?
- How do our assessment practice honor the Indigenous worldview that children are a gift?
- How do we ensure assessment practices are strength-based?
- How do we focus on individual development, learning, and growth rather than defaulting to colonial practices of sorting, comparing, and ranking children?
- How are our assessment practices differentiated, personalized, diverse, and inclusive?
- How do our assessment practices challenge colonial ideals of normalcy?
- How are our assessment tools equitable?
- How are we using data to make equitable decisions?
- How is story foundational in our assessment practices?
- How is student voice centered in our assessment practices?
- How are we working towards a collaborative assessment model?
- How can documentation support us in decolonizing assessment?
- How are we engaging families in a way that is culturally safe and inclusive?
- How can cultural sensitivity and trauma-informed pedagogy strengthen our practice?
- How are we working to examine our biases and assumptions?
- What must we do differently?
 

 

Resources
 

Curriculum and Pedagogy

Implementation and Instruction

CSL and Assessment
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  Professional Learning
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Family Resources