There is a range of assessment techniques instructors/teachers may use to collect student progress information. Evaluation of a student's achievements and efforts can be effectively demonstrated through a collection of assessment information addressing the components of the curriculum: the knowledge to be attained, the processes through which decisions are made and problems solved, the technical skills that promote efficiency and quality, and the attitudes that ensure the individual will experience success outside of the school environment.

Following is a list of student assessment techniques, grouped according to how a instructor/teacher could organize assessments and record the information while students are engaged in either ongoing activities or writing quizzes and tests. These techniques, with their uses, hints for construction, and examples, are described in the Saskatchewan Education document Student Evaluation: A Teacher Handbook (1991).

Methods of Organization:

• Assessment Stations
• Individual Evaluations
• Group Evaluations
• Contracts
• Peer and Self-Assessment
• Portfolios

Methods of Data Recording:

• Anecdotal Records
• Observation Checklists
• Rating Scales

Ongoing Student Activities

• Written Assignments
• Presentations
• Performance Assessments
• Homework

Quizzes and Tests

• Oral Assessment
• Performance Tests
• Extended Open-Response
• Short-Answer Items
• Matching Items
• Multiple-Choice Items
• True/False Items

Students perform best when they are aware of how their performance will be assessed. Instructors/teachers should clearly outline their expectations of students and make students aware of the content (knowledge), skills (application), attitudes that will be assessed throughout the course.

The instructor, in assigning a grade, must ensure it reflects an aggregate score which represents the sum of the student's participation in the course. Classroom participation, performance on written course examinations, assignments, attendance, and in-car performance are elements that should be considered in determining student success in the program. A 30-70 split between in-class and in-car is suggested. The student's final mark must be expressed as an overall percentage score; for example, 70%, not an "A", "C", etc. Instructors are not to confuse student marks with S.G.I driver licence examinations. A passing grade of 50% for the course is recognized by Saskatchewan Education.

Note: The percentage mark is to be recorded on the Mark Reporting Form that principals submit to Saskatchewan Education.