The ETT office has received a number of enquiries from members seeking clarification regarding the implementation of Memorandum 155, which guides the collective responsibility of the board, principals and teachers for student achievement.
Teachers must do diagnostic assessment, using their professional judgement as defined in “Growing Success” (see below), when selecting and using the diagnostic assessment tools from the board’s approved list (see attached).
In selecting and using these tools from the board’s list, each teacher shall determine:
- The diagnostic assessment tool(s) that is (are) applicable
- Which student(s) will be assessed (individual, small group, or whole class)
- The frequency of use of the tool(s)
- The appropriate timing of the use of the tool(s)
Professional Judgement: see “Growing Success” page 152
“Judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instructions and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.”
Recognition that a teacher’s professional judgement is a determining factor in some aspects of the diagnostic assessment of students for whom this is appropriate was a significant achievement for us as professionals.
If you feel that, in any way, your professional judgement is not being respected in this matter, and you feel under any pressure to do diagnostic assessment in a way which does not concur with determinations you have made according to your professional judgement, please contact your ETT Executive Officer for advice and/or support as soon as possible.