Assessment

Completing the Student Self-Assessment

The ability to self-reflect is a life skill and student self-assessment is a central element of BC's curriculum. The K-12 self-assessment tool can be accessed on each student's homepage in Encom.

To complete the survey, simply follow these steps:

1. Go to the student's Encom home page.

2.  Click the Student Self-Assessment button.

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3. Read through this page in Encom:

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3. In the Goal section, write a goal based on something to be accomplished during the current school year.

4. From the 4 Core Competency sections (Communication, Thinking, Personal & Social, Spiritual), choose a proficiency level from the four words listed at the end of each row that identifies the level of proficiency in relation to the preceding statement:

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To help with identifying what each of these levels mean, there is a short description at the top of the Student Self-Assessment: 

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5. Toward the end of the school year, click on the Student Self-Assessment again and complete a reflection on how well the goal listed at the start of the year has been met. 

Thank you for participating in helping complete the Student Self-Assessment for each of your students. 

Core Competencies

The core competencies are a set of intellectual, personal, and social and emotional proficiencies that students will develop through the course of their schooling. These core competencies encompass a set of skills and abilities that are embedded in each discipline and area of learning. Students will learn skills at Flex Academy in self-assessing their core competencies.

See this page for more information

Provincial Assessments - Literacy and Numeracy

What is a Provincial Assessment?

There are three provincial assessments that Grad program students need to take.

Grade 10 Graduation Numeracy Assessment 

The Graduation Numeracy Assessment (GNA) is a provincial assessment written in Grade 10. It is a graduation requirement. The GNA is based on mathematical concepts learned across multiple subjects from kindergarten to Grade 10, with an emphasis on K–9. It requires students to solve problems by using the five numeracy processes (different ways of thinking and working): interpret, apply, solve, analyze and communicate.

Ministry Resources for Numeracy 10 Assessment

Grade 10 Graduation Literacy Assessment

The Grade 10 Graduation Literacy Assessment (GLA 10) assesses students' ability to use critical thinking and analysis to make meaning from a diverse array of texts. It also assesses the ability of students to communicate their ideas. GLA 10 is not based on a particular course but on learning across multiple subjects, from kindergarten to Grade 10.

Ministry Resources for Literacy 10 Assessment

Grade 12 Graduation Literacy Assessment

The Grade 12 Graduation Literacy Assessment (GLA 12) is currently under development by the ministry and more information will be provided as released.

Ministry Resources for Literacy 12 Assessment 

Who needs to take a Provincial Assessment?

Students Graduating with a Dogwood Diploma Adult Students Graduating with the Adult Dogwood Diploma

Students must complete:

  • Grade 10 Graduation Numeracy Assessment
  • Grade 10 Graduation Literacy Assessment
  • Grade 12 Graduation Literacy Assessment

Students graduating with an Adult Dogwood are not required to complete any of the provincial assessments.


They can however, choose to complete an assessment.

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Students on a School Completion path are not required to write any provincial assessments in the Grad program. 

Why do students need to take a Provincial Assessment? 

The three provincial assessments are a required part of the graduation program in BC. Students who wish to graduate with a BC Dogwood Diploma must write the provincial assessments. Students who are not yet declared Adult Graduation Program students (AGP) are also required to take the assessments. Once declared, the assessments are no longer required to earn an AGP however, they may be required by post-secondary institutions.  Students should verify the admission requirements for any post-secondary institution they plan on applying to.

For more information, or if you have any further questions, please contact your Grad Advisor. 

General Information

Foundation Skills Assessment - FSA

The Foundation Skills Assessment is an annual, province-wide assessment of British Columbia students’ academic skills, and provides a snapshot of how well BC students are learning foundation skills in Literacy and Numeracy. These are assessments for students in Grades 4 and 7. 

The FSA is not optional unless students meet a very narrow set of requirements for exemption.

Flex Academy will be administering the assessments at school each year. Students will also review fundamentals in class prior to their FSAs. 

There are two categories of assessment; the assessments in total takes about four hours. Here are the categories:

The assessments include online and written questions, as well as a reflection activity. The written parts of the assessment will be marked by teachers from Flex Academy, and the results will be sent home to families later in the year.

The results will be based on the following proficiencies:

FSA Questions and Answers

What does FSA stand for? FSA stands for Foundation Skills Assessment and this test is given to all students in BC enrolled in grades 4 and 7.
What subjects are tested? The student is tested in Literacy and Numeracy.

What is an invigilator?

 

 An invigilator is a person responsible for supervising a test. The invigilator for the FSAs is either a teacher (in our case, with HCOS) or any person the administration deems as unbiased. This can be the child's parent. 

What time is involved for each test?

About 2 hours for each of the two sections.

Interim Grade Reports

In addition to two formal reporting periods, Flex Academy has developed an Interim Grade Report (IGR) to ensure families are aware of any challenges or concerns regarding their child’s progress between reporting periods.

About the IGR

IGRs are an optional report designed for teachers to communicate to families any concerns they may have with a student. For example:

An IGR can be sent out at any point during the year; however, the natural checkpoints for teachers will be in October, January, and April: the midway points for each term. It is possible for a student to receive more than one IGR in a school year.

IGRs will be completed on a per subject basis.

IGRs do not replace early interventions, ongoing communication, or formative feedback provided by a teacher.

Viewing the IGR

The IGR will include the course name, date submitted, teacher’s name, current interim mark, the current course completion percentage (if applicable), and two comment fields where the teacher will identify their cause for concern and provide information on ways to support learning.

There are two ways to view the IGR.

Through email:

Or in Encom with the student’s report card:

Parents will receive an email with a PDF of the IGR when a teacher creates it and can view the IGR in Encom via the Interim Grade Report Button from the student’s report card. 




Information on the Proficiency Scale & Percentage-Based Assessments

The Four-Point Provincial Proficiency Scale

This four-point scale is used to communicate student learning in all areas of learning in Grades K-9. The four points on the scale are Emerging, Developing, Proficient, and Extending.

Grade Definition
IE - Insufficient Evidence  "Insufficient Evidence" indicates that there has not been sufficient evidence of learning in order to assess the student. 
1 - Emerging "Emerging" indicates that a student is just beginning to demonstrate learning in relation to the learning standards but they are not doing so consistently. 
2 - Developing "Developing" indicates that a student is demonstrating learning in relation to the learning standards with growing consistency. The student is showing initial understanding but is still in the process of developing their competency in relation to the learning standards. 
3 - Proficient  "Proficient" is the goal for students. A student is proficient when they demonstrate the expected learning in relation to the learning standards. Proficient is not synonymous with perfection. Instead, the student is able to demonstrate their learning consistently with the expected skill and competency for their grade level. 
4 - Extending  "Extending" is not synonymous with perfection or "100%". Extending means a student is demonstrating learning in relation to the learning standards with increasing depth and complexity.

Extending doesn't necessarily mean the student is doing more volume of work or work that is of higher complexity than their current grade level. The student demonstrates a sophisticated understanding of the concepts and competencies relevant to expected learning.

 If a student enters a learning experience with Proficient understanding or achieves Proficient during the school year, the aim becomes to dig deeper and reach toward Extending their understanding.

  Assessment provides timely feedback to students for continued learning, improvement and growth.

Letter Grades and Percentages

Letter grades and percentages are used in Grades 10-12 to indicate a student’s learning in relation to the learning standards. The Provincial Letter Grades Order sets out the process for letter grade symbols and corresponding percentages and definitions.

Letter % Range Definition
A 86-100 The student demonstrates excellent or outstanding performance in relation
to learning outcomes for the course.
B 73-85 The student demonstrates very good performance in relation to learning
outcomes for the course.
C+ 67-72 The student demonstrates good performance in relation to learning
outcomes for the course.
C 60-66 The student demonstrates satisfactory performance in relation to learning
outcomes for the course.
C- 50-59 The student demonstrates minimally acceptable performance in relation to
learning outcomes for the course.
F 0-49 The student is not demonstrating minimally acceptable learning
in relation to the learning outcomes for the course. The letter grade “F”
may only be assigned if an “IE” (Insufficient Evidence of Learning) letter
grade has previously been assigned for that course.
SG N/A Standing Granted: Although completion of normal requirements is not
possible, sufficient evidence of learning has been demonstrated to warrant,
consistent with the best interests of the student, the granting of standing for
the area of learning and grade. Standing granted may be used in cases of
serious illness, hospitalization, late entry, or early leaving, but may only be
granted by an adjudication process authorized by the principal, vice principal, or director of instruction in charge of a school.
TS N/A Transfer Standing: Although completion of normal requirements is not
possible, a sufficient level of performance has been attained to warrant,
consistent with the best interests of the student, the granting of standing
for the course or subject and grade. Standing Granted may be used in cases of serious illness, hospitalization, late entry or early leaving but may only be granted by an adjudication process authorized by the principal, vice
principal or director of instruction in charge of the school.
IE N/A Insufficient Evidence: The student has not provided sufficient evidence of
learning in relation to the learning outcomes for the course.
Assignment of an "Insufficient Evidence" Letter Grade
  1. An IE may be assigned at any time during the school year and is not restricted to term and final reports.
  2. Where an IE is assigned, the student and the parent of the student must be informed and have an opportunity to consult with the teacher on the plan of action specified in subsection (3).
  3. Where an IE is assigned, teachers must be prepared to identify what the problem is and specify a plan of action that is intended to help students achieve the curricular competencies.
  4. An IE may be communicated in a variety of ways, including a written plan, verbally by telephone, or in a direct meeting involving teacher, parents and students.
  5. Where an IE is assigned, the IE letter grade must be converted to another letter grade:
    • when letter grades are recorded on the permanent student record card,
    • before submission to the ministry for inclusion on that student's transcript of grades, and
    • before a student's records are transferred to another school unless there is an agreement between the principals of the two schools to defer the conversion of the IE letter grade.

Insufficient Evidence (IE) is not a final grade. This temporary grade aims to get students, parents, and caregivers working with teachers to have willing students demonstrate further evidence of learning to have the student’s mark eventually translated into a proficiency scale indicator or letter grade and percentage.

Successful Completion of Courses in Grades 10-12

Completing a course in Grades 10-12 requires a minimum grade of C-.

Resources

BC K-12 Student Reporting Policy

Understanding Your Report Card

Flex Academy has three reporting periods for grades Junior Kindergarten through grade 9 and two reporting periods for grades 10-12. In addition to the regular reporting terms, teachers have the option of submitting an Interim Grade Report, which will be completed if a student’s level of performance is below expectations or the teacher has cause for concern.

We have designed the report card to give a clear picture of a student’s progress and learning. A list of the student's courses will appear connected with the teacher’s assessment based on the learning standards.

Grades will be reported using the following scales:

Report Card Comments

K-9
We want to ensure parents receive easy-to-read and informative comments regarding student progress. To accomplish this, we have created a system to ensure consistent, high quality comments from teachers that give parents and guardians the bigger picture, help identify areas of struggle and provide insight into your student’s success at school. The comments will focus on the following five areas:

Student Engagement and Behaviour

This section reports on your child's level of engagement in learning and their behaviour, focusing on their developing skills in the Core Competencies. These competencies include communication, personal and social thinking, and creative and critical thinking. For more information regarding the characteristics of the competencies, visit BC Curriculum: Core Competencies.

Literacy

Numeracy

Even though BC’s curriculum encourages students to dig into topics and broaden their knowledge through inquiry projects, it is still important that each child has a solid literacy and numeracy foundation.

A specific comment will be written on literacy, identifying the student’s skills and abilities based on reading, writing, speaking and listening across a variety of subjects. 

Another comment will cover all aspects of numeracy to help identify skills and abilities to understand and apply mathematical concepts, processes, problem solving, and decision making.

Areas of Strengths

To celebrate successes, the teacher will highlight areas for celebration, projects completed, or skills and learning accomplished that term. The teacher will not focus on every project or area of learning, but rather on one or two that stand out and demonstrate your child’s strengths.

Ways to Support Learning

To encourage student learning, teachers will also include a constructive component that provides feedback on future learning. These comments are intended to support your child with ideas, strategies and tangible ways to address areas of concern, or areas to focus on in the following term.

Students will receive a grade for every subject. As well, courses taught by course specific teachers will receive a subject-specific report card.

Grades 5 -12

Students will receive subject-specific comments twice a year. Comments will focus on proficiency level or grade level, with reflections on aspects of the student’s learning that can be celebrated and suggestions as to how the student should focus their time moving forward into the next term or year.

It is our hope that the report card will provide parents and guardians with a more accurate and concise reflection on how their student is doing at school.

Report Cards: Learning Habits

Students in synchronous, face-to-face, and blended courses will receive an assessment of Learning Habits at the end of each reporting period. The legend appears at the top of the report card page:


Students will receive an assessment in Learning Habits in one of the following categories:

  1. G - Good
  2. S - Satisfactory
  3. N - Needs Improvement

The Learning Habits assessment will be displayed beside the proficiency level or percentage for each synchronous, face-to-face and blended course.

A learning habit of G - Good or S - Satisfactory will not have an additional comment. 

A learning habit of N - Needs Improvement will have an additional comment. The comment will appear beside the term comment and will describe ways to improve learning habits in one or more of the following areas:

Learning Habits comments do not replace early interventions, ongoing communication, or formative feedback provided by a teacher.