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Assessment and Reporting

Classroom Assessment, and Reporting

Curriculum, classroom assessment, and the communication of student learning are interconnected. The curriculum sets the learning standards that inform classroom instruction and classroom assessment. Classroom assessment involves the wide variety of methods or tools that educators use to describe and evaluate students' progress toward meeting provincial learning standards. Thoughtful classroom assessment practices inform responsive and meaningful communications that provide students and their parents and caregivers with a clear understanding of where the student is in their learning and set goals for future learning.

Effective communication between home and school is central to student success. Our assessments and reports are designed to:

  • communicate student learning and progress in ways that are meaningful, varied, and responsive
  • encourage open dialogue between the student, home, and school
  • focus on conceptual learning (know-do-understand), with an emphasis on competencies
  • promote student ownership of learning
  • rely on authentic evidence of learning

During the school year, communication with parents/caregivers about their child's progress may take a variety of forms, such as, but not limited to:

  • progress reports
  • summative reports
  • student eportfolios
  • student-led and inclusive conferences
  • parent/teacher meetings
  • emails
  • telephone calls
  • other authentic samples and demonstrations of student learning

The goal of all updates is to ensure that:

  • students take part in meaningful conversations that help them develop responsibility for engaging deeply with their learning
  • parents/caregivers are well informed, are involved in decisions and dialogue about their child's learning, and understand ways to support and further their child's learning

Parents will receive communication about their child's learning a minimum of five times during a school year.

MyEducation BC is used to create written Learning Updates and the Summary of Learning. In addition, two conferences are scheduled each year to communicate student progress informally with parents/caregivers. Reports and communications beyond the required five times are best determined by school principals, educators, and students.


Changes to student assessment and reporting policies and practices began in 2016/2017 when British Columbia began implementing the newly developed provincial curriculum. This curriculum is flexible and focuses on literacy and numeracy, the First Peoples Principles of Learning, and supports deeper learning through concept-based and competency-driven education. The goal of this curriculum is to support the development of educated citizens who are critical and creative thinkers and communicators, and who are personally and socially responsible in all areas of their lives. The redesigned curriculum supports the ways students think, learn, and grow, and prepares them for a successful lifetime of learning where ongoing change is continuous.

Such a significant change in how and what students are learning in the classroom required a change to student assessment and reporting policies and practices. As a result, the Ministry of Education and Child Care updated the K-12 Student Reporting Policy which came into effect July 1, 2023.

At a Glance

Reporting RequirementImportant Information

At least five communications of student learning

  • two informal
  • three written
  • Two informal Learning Updates may be provided in a variety of formats, including conferences, in-person or virtual discussions, telephone calls, emails, portfolio entries, and written summaries
  • Two written Learning Updates in a printed or digital format
  • One written Summary of Learning at the end of the school year or semester, in either a printed or digital format
Every written communication provides parents with information about how a student is doing in every area of learning they are currently studying
Every written communication includes an assessment of the student's learning in relation to the Learning Standards of the curriculum

Note: in select instances, the letter grades "IE", "W", and "SG" can be used in grades K-12.

Every written communication of student learning includes descriptive feedback

In grades K-12, students will receive descriptive feedback on all areas of learning they are currently studying. These comments:

  • should focus on student strengths and areas for further growth
  • should be concise (bullets are okay) and in parent/caregiver-friendly language
  • should not summarize lesson plans or the Learning Standards of the curriculum
Every written communication will include information about behaviour and attendance

In grades K-12 reporting on student behavior will be achieved through a combination of student self-reflection of the Core Competencies, goal setting, and descriptive feedback. Attendance can be communicated with an autogenerated number.

  • Student behaviour and attendance are separate from reporting a student's growth in relation to the Learning Standards of the provincial curriculum.
  • Student behaviour or attendance should not directly contribute to a student's overall mark in each learning area (e.g., 10% of the grade for attendance, 5% of the grade for participation).
Every written communication includes student-generated content in the form of a self reflection of Core Competencies and goal-settingIn grades K-12, the format and process of self-reflection and goal setting are determined at the district and school level. While they need to be accessible to parents, they do not need to be physically attached to a printed report card or uploaded to a digital report. If provided in a format other than a report card, parents and caregivers need to be told how to access it.
Students with disabilities and diverse abilities

If a student has an IEP but is being assessed in relation to the Learning Standards their reports will look the same as their peers. However, there will be rare occasions where students with significant cognitive disabilities and diverse abilities are assessed and evaluated only on individualized learning goals as outlined in their Individual Education Plan (IEP), and not the Learning Standards of the curriculum. In these instances:

  • written communications do not need to include a scale indicator or letter grade and percentage unless it is decided otherwise
  • descriptive feedback on their strengths and areas of growth is required
  • if a scale indicator or letter grade is used, the report must state that marks are in relation to the individualized goals in the student's IEP
English Language Learners and French Language Learners

Where the student's language proficiency is impeding a student from demonstrating their learning in relation to the Learning Standards of the curriculum for a specific area of learning, the written communications:

  • must contain descriptive feedback on their strengths and areas of growth
  • does not need a scale indicator or letter grade and percentage until such a time as the student's language abilities allow them to demonstrate their learning in relation to the Learning Standards of the curriculum
Graduation Status UpdateOn the last report of the year in grades 10-12, the graduation status update provides a snapshot of a student's progress towards obtaining the credits and graduation assessments needed for graduation based on their graduation path (e.g., Dogwood, Dual Dogwood, Adult Grad, Evergreen, etc.). The graduation status update does not replace an official transcript.

*Educators wishing to develop their own format for reporting student progress must provide a student reporting and assessment plan to the Director of Instruction (Curriculum, Assessment, and Reporting) for approval prior to the first reporting period. Decisions must be communicated to students and parents prior to the first reporting period.

Ministry Support Documents

Please visit the Ministry of Education and Child Care's K-12 Student Reporting Policy Information website for more resources.

Local Support Documents

In addition, the following support documents have been created to assist with communicating student learning and progress:



Descriptive Feedback.pdf

Descriptive Feedback Checklist.pdf

Sample Comments

Samples of Descriptive Feedback.pdf

Student Self-Reflection and Goal Setting

Self-reflection on Core Competencies and Goal Setting.pdf

Primary Resources

Intermediate/Secondary Resources