Eastglen High School

Guide to Student Assessment, Achievement and Growth 2017-2018, Grades 10-12

At Edmonton Public Schools, we’re committed to transforming the learners of today into the leaders of tomorrow.
One of the ways we help all students be successful is by always improving the way we assess and evaluate what students learn. We also want to improve how we report back to you about how your child is doing at school.

This guide will help you understand:

  • responsibilities of staff, students and parents/guardians;
  • how we will tell you about your child’s progress and learning;
  • how we assign grades/marks to your child;
  • how your child is assessed; and
  • the steps we take if your child’s work is missing or not finished.

What is assessment?

In this guide, we use the terms assessment and evaluation to describe what students have learned, and how well they have learned it. Assessment and evaluation aren’t just about tests and grades.

Assessment means gathering information about what your child knows, understands and can show the teacher based on the Alberta programs of study (curriculum) or their Individualized Program Plan (IPP). Teachers can’t use your child’s behaviour, effort and work habits to decide on their grades/marks, unless that’s outlined in the Alberta programs of study for a specific subject.

To find out where your child is at in their learning, teachers use many tools. Conversations, observations and student work are just some of the ways teachers discover students’ strengths and where they might need extra help.

These activities – conversations, observations and the products students create – help teachers shape their lesson plans. They even guide how they’ll explain a concept, to help every student meet their learning goals. The activities also help inform the teacher’s understanding so that they may assign each student a grade, course or level of programming. All of this allows teachers to give you a clear and accurate picture of your child’s progress in school.

How to support your child’s learning

As a parent or guardian, you are your child’s first teacher. So, understanding how your child is doing in school is important. Read this guide, and contact the school or make an appointment to see your child’s teacher or principal if you have any questions.

Supporting Student Success        

We all have a role to play in helping your child be successful.

You can support your child’s learning by:

  • working in partnership with school staff;
  • providing a quiet place for your child to study at home;
  • staying informed and keeping in touch with school staff. This includes reading newsletters and
    other school materials; and
  • going to parent-teacher conferences.

Teachers will help your child succeed by:

  • providing programming that’s suitable for your child;
  • providing many opportunities and different ways for students to show what they know;
  • giving students who’ve missed important assessments and activities the chance to complete the work;
  • clearly explaining what’s expected of students in all courses and how student work will be graded/marked (i.e., course outline);
  • keeping detailed, accurate notes describing your child’s successes and challenges;
  • communicating with you regularly about your child’s progress and achievement; and
  • providing opportunities for you to be involved in your child’s learning.

Students have a responsibility for their own learning and are expected to:

  • come to school every day and on time;
  • finish their assignments, projects and tasks to the best of their ability;
  • participate in activities to celebrate learning;
  • show that they’re learning; and
  • take advantage of chances to revise or redo assignments or tests so they can show growth in their knowledge and skills.

Our Communication Plan for Reporting Progress

There are many ways we help you stay informed about your child’s learning throughout the year. We encourage you to review your child’s reports and attend conferences regularly.

Reporting Periods:

September 4, 2018 – January 31st, 2019

February 1st ,  2019 - June 28th, 2019

Progress Reports Issued:

Progress reports are one tool used by school staff to communicate student progress towards curricular outcomes.  Progress reports will be uploaded to Schoolzone two times during the school year on the following dates:

  1. January 31st 2019
  2. June 28th 2019.

Hard copies of progress reports will also be made available to families without Schoolzone access.

Note: An IEA (Insufficient Evidence Available) will be given if a student is missing sufficient evidence to demonstrate learner outcomes.

Interim Reports:

An Interim Report is an ongoing list of a variety of formative and summative assessments, which reports the student’s performance to date. Interims will be posted to Schoolzone as follows:

October 18

November 23

January – Report Card in lieu of Interim Report

March 22

May 3

June – Report Card in lieu of Interim Report

Note: No mark will be posted if a student is missing one or more summative assessments.


Thursday October 25th, 2018 5:00pm – 7:00pm – Semester I Parent-Teacher Interviews

Thursday April 4th, 2018 4:30pm – 6:30 pm – Semester II Parent-Teacher Interview

Individualized Program Plan (IPP): for students who need specialized services and supports, the IPP is a working document that is developed within the first two months of the school year. It is a record of your child’s progress related to specific goals. It gives you confirmation that your child’s needs are being addressed and gives information about accommodations and strategies your child needs to succeed. The IPP is reviewed at least three times a year. We expect you and your child (as appropriate) to provide input into the IPP.

IPP planning conferences will take place in September and October

IPP review dates will be:

October 26th

January 31st

March 22nd

June 28th

IPP’s  will be ready for signature by October 27th 

English as a Second Language (ESL) Proficiency Benchmarks: for students learning English,
the ESL Proficiency Benchmarks measure English abilities in four areas: listening, speaking, reading and writing. Teachers use this tool each year to help them plan lessons and communicate with you about your child’s progress in learning English.

For students receiving ESL programming, their progress in each course will be communicated in terms of the ESL benchmarks.  A formal benchmarking progress will occur in the fall of each school year.

Grades/Marks and Codes

To decide on your child’s grade/mark at the end of a reporting period, teachers use evidence of what your child has learned and their professional judgment.

Percentages will be the only grades/marks used for formal reporting in Grades 10 to 12.

District Approved Codes: On your child’s progress report, a teacher may use these District codes for term or end of course grades/marks.


Insufficient Evidence Available

IEA is used only as a term mark. It lets you know that the teacher doesn’t have enough evidence about your child’s progress to give a mark.



WDR is used when a student chooses not to complete a course and the school agrees to remove the student from the course. WDR may be used for all courses.



Incomplete is used when a student does not withdraw from a Career and Technology Studies (CTS) course and does not successfully complete the course with a mark of 50% or more.  No mark is submitted to Alberta Education and the course does not appear on the student transcript. INC may be used only for CTS courses.

School Approved Codes:

At Eastglen High School, we use the following school codes:



Tasks assigned for practice, not impacting final grade



Tasks assigned to evaluate student progress against curricular outcomes



Missed the formative in class activity



Completed the in class formative assessment


Not Complete

Was present in class but did not complete the formative assessment










Not Meeting Expectations



Student is excused from completing the assignment


Not Yet Complete

Student has missed a summative assessment but will be provided the opportunity to complete the missed work


In Progress

Ongoing class project. Evaluation forthcoming. Applicable to CTS and Fine Arts Courses

How We Determine Student Grades/Marks

At Edmonton Public Schools, we determine grades/marks in a variety of ways.  

Formative Assessments

Throughout the year, your child will work on many activities that help them increase what they know and practice their skills. These activities show your child’s teacher how they are doing, what their strengths are and where they can improve. This is called formative assessment.

Teachers use this information to adjust their teaching, give your child feedback to help them improve and prepare your child for times when they will receive grades/marks.  

Summative Assessments

During the school year, your child will have a chance to show what they have learned up to that point in time (summative assessments).

Using their judgment as professionals, teachers make decisions and give grades/marks to your child. They base these decisions on what they’ve seen your child do (observations), discussions they’ve had with your child (conversations) and the work your child has completed (products).

Missing or Incomplete Student Work

Principals must make sure that teachers communicate with parents/guardians promptly and regularly about missing or incomplete student work. This is outlined in Administrative Regulation GKB.AR – Standards for Evaluation, section 4:

  1. Principals must work with their teachers to comply with the following:
  1. evidence of student achievement has been collected by the teacher;
  2. communication plans for reporting student achievement and growth to parents/guardians are developed and aligned with school-wide assessment and intervention plans;
  3. a student has been given multiple opportunities and ways to demonstrate his/her learning;
  4. follow up has occurred to determine the reason when a summative assessment item (assignment, test, project, etc.) is missing or incomplete, and that opportunities for the student to fulfill the requirement of the summative assessment item (assignment, test, project, etc.) are provided;
  5. if the student continues to be unsuccessful, the student/parents/guardians will be informed and the teacher will solicit a solution in consultation with the student’s parents/guardians to hold the student accountable and/or plan for further learning;
  6. teachers will engage in on-going, timely communication with parents/guardians/students and the principal regarding missing or incomplete work; and
  7. providing 4. b−f have been followed, the teacher can assign the student a mark of zero for that missed summative assessment item (assignment, test, project, etc.).

When your child has missing or incomplete assessments (products/exams etc), we will follow the expectations set out in GKB. AR – Standards for Evaluation. Specifically we will:

  1. Provide the student with an opportunity to complete missed assessments or a suitable alternative as arranged by student and teacher. This may occur during Flex block, at lunch, before or after school.
  2. Contact parents/guardians if a student’s assessments remain incomplete
  3. Involve a student’s Grade Coordinator for further intervention. Next steps will be determined after a conversation with student, teacher and parents.

Course Outlines:

At Eastglen High School, course outlines are provided at the beginning of each course and will contain a brief description of the course, resources used, assessment information, student expectations and teacher contact information.

The Role of Homework

Homework is meant to:

  • help support your child’s learning;
  • reinforce what your child learned in school; and
  • give your child more practice.

At Eastglen High School, our homework policies include the belief that homework is an important opportunity for additional practice and mastery of curricular objectives taught in class. As such, it is important that students complete homework and will be held accountable for doing so.  Although homework has no weighted value, parents and grade coordinators will be notified if students struggle to complete assigned tasks.

Academic Integrity

Cheating is not acceptable. This includes plagiarism (copying someone else’s work and passing it off as your own), copying, stealing tests or assignments and getting answers for a test or assignment in advance. Cheating also includes giving answers or work to others to claim as their own.

If your child is suspected of plagiarism or cheating, school administration will meet with them and take action in accordance with Administrative Regulation HG.AR – Student Behaviour and Conduct.

Grades/Marks Appeal Process

To appeal the grade/mark your child has been given, contact the classroom teacher. If you can’t resolve the appeal with the teacher, the principal will make a decision and explain it to you. The principal’s decision is final. A principal’s authority to do this is set out in the School Act.

In early July, there will be a day to contact the school to appeal June final marks. When this date is set, we will communicate it to you.

The Role of External, Large Scale Tests

The Grade 12 Diploma Examinations Program:

  • certifies the level of individual student achievement in selected Grade 12 courses
  • helps maintain province-wide standards of achievement
  • reports individual and group results

For all 30-level diploma courses, the school mark and the diploma examination mark are each worth 50 per cent of the total mark. To pass a diploma course, a student must earn a final ‘blended’ mark of at least 50 per cent.

More information about the Diploma Examination Program is available online at www.education.alberta.ca/students/exams.aspx.

Advanced Placement (AP) Exams

  1. At Eastglen, students are strongly encouraged to write the College Board (Advanced Placement) Exams for the 30 level AP course they are registered in.
  2. AP exams are written in May of each school year.
  3. Students have the option to submit their AP scores to post secondary institutions.

Guide to Student Assessment, Achievement and Growth 2018-2019  |  Grades 10-12  |  August 21, 2018