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Student Assessment and Evaluation

The Student Assessment and Evaluation division, located in Pangnirtung, is responsible for researching, developing, implementing and evaluating student assessment policies, approaches and tools that promote quality education programming within all Nunavut schools. Assessment tools used in Nunavut:

  • support the vision of a Nunavut education system built on Inuit Qaujimajatuqangit societal values, beliefs and perspectives,
  • are culturally and linguistically appropriate to Nunavut,
  • are grounded in the foundational concepts of ilitaunnikuliriniq – Dynamic Assessment as Learning in Nunavut Schools,
  • provide valid and reliable evidence of student learning and achievement,
  • reflect current best practices in the area of educational assessment,
  • meet the needs of Nunavut’s K-12 students, parents, teachers, and the public, and
  • enhance teaching and student learning.

Programs and initiatives are monitored through the collection of achievement and attendance data from school staff using the Student Information System (SIS), and analyzed by the Program Monitoring and Evaluation Coordinator.


Ilitaunnikuliriniq refers to the overall process of student assessment, evaluation and reporting that is specific to Nunavut schools.  The foundation document assists educators to implement the Nunavut vision of schools transformed around the principles of Inuit Qaujimajatuqangit.Nunavut classrooms are diverse, complex, multi-level learning communities.  The principles of Ilitaunnikuliriniq work together with the two other foundation documents for schooling in Nunavut: Inuit Qaujimajatuqangit Education Framework for Nunavut Curriculum, and Inuglugijaittuq: Foundation for Inclusive Education in Nunavut Schools. 


Ilitaunnikuliriniq Principles

Seven key principles guide assessment in Nunavut schools. Ilitauunnikuliriniq reflects Inuit values and is supported by research and theory. The assessment principles for Nunavut school include:​

  1. Supporting continuous learning for all students;
  2. Showing respect for all learners;
  3. Recognizing each student’s unique talents and skills;
  4. Emphasizing the interdependence, growth, and success of the group;
  5. Ensuring assessment is outcome-based;
  6. Having different purposes for assessment;
  7. Ensuring assessment is authentic, meaningful, and builds on student strengths.


Classroom Assessment

Assessment is the process of gathering evidence that indicates a student’s progress and achievement in a program or course in relation to the curriculum outcomes and benchmarks. It involves setting individual learning goals and measuring success in achieving those goals. Teachers determine what students know and can do, and celebrate successful learning.

The teachers’ role is to assess the progress of their students in a consistent, fair and on-going basis, and at least three times a year, inform each student and parent of the student of the progress, behaviour and attendance of the student and advise them of what the student must do to advance in the education program (Education Act, 2008). Classroom assessment is the process of gathering, from a variety of sources, information that accurately reflects how well a student is achieving the curriculum outcomes in a program or course.


Systemic Assessments

Currently, Nunavut students are required to write the Alberta Diploma Examinations in selected grade 12 courses (English Language Arts 30-1 and 30-2, Math 30-1 and 30-2, French Language Arts 30-1, Français 30-1, Biology 30, Chemistry 30, Physics 30, and Science 30). The diploma examinations are administered by Alberta’s Department of Education. Nunavut students enrolled in the selected courses are registered through the Student Information System and are then expected to write the diploma examinations at the scheduled times. The results from the examinations are worth 50% of the student’s final course mark. The other 50% is made up of class or term work.


Helpful links and resources

Nunavut Teachers’ Assessment website (Coming soon!)

Rethinking Classroom Assessment with Purpose in Mind, WNCP, 2006