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One of the best ways to demonstrate students’ progress is to collect evidence of learning. This helps the teacher verify that objectives have been met and to obtain an overview of the skills and abilities developed over time. The more varied and voluminous the evidence, the more accurate this portrait will be.

The Conseil scolaire acadien provincial (CSAP) is comprised of 22 French-language schools in Nova Scotia and has been providing virtual learning opportunities to students since 2012. The Virtual School makes it possible to provide more course choices to CSAP students in grades 11 and 12. Students at the Virtual School set their own academic path and progress independently through the course content. Teachers periodically collect evidence of learning through triangulation to ensure that course objectives are accomplished. This article examines the thinking behind the teaching and learning practices leveraged at the CSAP Virtual School.

Whether in elementary or secondary classrooms, today’s curricula are far too complex to assess using products only. A case in point comes from students in a third-grade classroom in Manitoba.

L’une des meilleures manières de témoigner de la progression des élèves est d’amasser des traces d’apprentissage. Qu’on les nomme traces ou preuves d’apprentissage, elles permettent de vérifier l’atteinte d’objectifs et d’obtenir un portrait des compétences et des habiletés développées à travers le temps. Plus les traces seront nombreuses et variées, plus le portrait sera complet. 

In 2021-2022, École Cœur-Soleil piloted a digital portfolio project with two grade levels, preschool and Grade 3. Resource teacher Caroline Labbé was granted release time as part of a project submitted to the Quebec’s Ministry of Education, which allowed her to prepare the basic model, facilitate the first three periods of the project in class, and be present and available for the teachers involved.