Monitoring Student Progress in Mathematics and Science
In Canada, each jurisdiction evaluates its own student achievement and uses its own curriculum policy documents. To support jurisdictions in this endeavor, the Council of Ministers of Education, Canada (CMEC), administers the Pan-Canadian Assessment Program (PCAP), formerly called the School Achievement Indicators Program (SAIP), to schools across the country. PCAP consists of assessments in mathematics, reading, and science, administered to students in the eighth grade in English and French. It provides jurisdictions with valuable information on student achievement within their own jurisdiction and valuable data for examining curricula and assessment tools.12
In addition to PCAP as a national tool, all provinces and territories employ their own standardized assessments for various subjects and at various grade levels. For the most part, Canadian jurisdictions administer mathematics or numeracy assessments in the early and late primary stages (Grades 3 or 4 and Grades 6 or 7) and in the middle years (Grades 8, 9, or 10). In general, science as a subject area is less tested, and for the most part, it is tested at the high school level.
Across all jurisdictions, it is expected that teachers use ongoing classroom assessment and evaluation to measure and improve student learning and achievement. In Canada, teachers are responsible for monitoring student progress in mathematics and science, and assessing students using marked assignments, student-teacher communications, informal mathematics and science discussions, and formative and summative quizzes and tests. Teachers are required to communicate to parents regarding student progress through various means, including report cards, parent-teacher conferences, blogs, and e-mails. Teacher performance is monitored and evaluated to various degrees through teacher observations, portfolios, and meetings.