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Assessment and Evaluation Policy (June 25, 2003)
The purpose of assessment and evaluation The primary purpose of assessment and evaluation is to provide feedback to the student and parent(s)/guardian(s) so that student learning is improved. As well, assessment and evaluation provide information for the teacher on which to base a student mark and helps in making informed decisions on curriculum and teaching methods.
Expectations of students In assessing and evaluating students, achievement has been separated from learning skills. As an example, marks are no longer deducted for late assignments. However, both learning skills and achievement of curriculum expectations are important. Failure to hand in assignments on time, to complete assignments, or to put forth the strongest effort, will inevitably result in decreased marks. The purpose of dividing the learning skills from the achievement is to more clearly report on both, and in doing so, develop a culture of responsibility among students. Students are expected to take responsibility as the key person in charge of their own education and their own success at Hagersville Secondary. In an effort to encourage the development of self-directed learners, the student has a key role in the evaluation process. Individual responsibility for one's own learning, and subsequent demonstration of that learning, is stressed with the student assuming an active role in assessment. This requires that the student be present for, and take part in, the variety of assessment activities that will take place in a given subject.
Expectations of teachers Refer to appendix A of this policy document.
Assessment and evaluation procedures All students will receive a written statement of evaluation procedures for each course they are taking at the beginning of the semester. This statement will indicate the weightings for assessment and evaluation in each of the four achievement chart categories and an indication of how the mark for the culminating activities is to be divided between the various culminating tasks. All courses will have evaluations based on the document Ontario Curriculum: Program and Assessment. The final grade for each course will be determined as follows:
• Seventy percent of the grade will be based on assessments and evaluations conducted throughout the course.
• Thirty percent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and /or other method of evaluation suitable to the course, and administered towards the end of the course.
There are no exemptions for evaluations in any course.
In all their courses, students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations. This is across the following four categories:
Knowledge/ Understanding; Thinking/ Inquiry; Communications and Application/ Making Connections
Evaluation should reflect each student's most consistent level of achievement. Some consideration will be given for more recent achievement. A final grade is recorded for each course, and a credit is granted and recorded for every course in which the student's grade is 50 % (Level 1) or higher. The chart below provides a reference point and framework for all assessment practices within which to assess and evaluate student achievements.
Reporting student failures When a student fails to achieve a credit, the following marks will be used on the report card. An explanation is provided below to explain what each mark indicates. The mark used on the report card is a representation of overall demonstrated achievement of curriculum expectations, and is not a mathematical representation of the student mark.
Mark Explanation
Missed Assessments In order to be granted a credit for a course, students must demonstrate an acceptable level of achievement relative to the expectations for the course as outlined in the applicable curriculum document. Students demonstrate this achievement by completing and handing in all assigned work. A student's failure to complete or hand in assignments provides little, or no proof, of achievement of course expectations. If, in the teacher's professional judgment, a student fails to demonstrate achievement of a significant number of expectations, the credit for the course will not be granted. If a student misses an assessment, the following will result; • if, in the teacher's judgment, a makeup is possible, the student will be given one opportunity by the teacher to make up the assessment. If the student does the makeup, the mark achieved will be recorded for the assignment. If the student is absent for a reason which is not acceptable, a makeup may not be offered (refer to the HSS attendance policy for an outline of acceptable reasons for student absences). • if the student does not take advantage of the makeup opportunity, or if no makeup opportunity can be offered, no mark will be recorded for the assignment. This would mean that the expectations associated with this assignment have not been demonstrated. Failure on the part of a student to consistently demonstrate achievement of a significant number of expectations will result in the student NOT being granted the course credit. For the purpose of clearly communicating achievement to parents and students, teachers may record incomplete assessments as a "0". • if a student chooses not to complete an assignment, for example if he/she places his/her name on a test and hands in the test blank, the student will have demonstrated no achievement and a mark of "0" will be recorded.
Late Assessments Assignments have deadlines for being handed in so that continuity of assessment can be provided throughout the course and so that feedback can be provided to assist student learning. As well, teachers have deadlines to meet in reporting student progress. It is important that deadlines for the completion of all assignments be met. It is expected that students will hand in all assignments. All assignments handed in will be assessed regardless of whether the student has met the deadline or not. However, if the student would gain a comparable advantage over other students who have submitted the assignment on time a mark for the assignment will not be recorded. As an example, a mark may not be recorded for an assignment if the same assignment has already been assessed and handed back to other students. Also, if additional time would give students an advantage over other students in the quality of work submitted the teacher will not record a mark for the late assignment. All assignments will be assessed, but because of possible time restrictions and other circumstances, students must recognize that when they hand in an assignment late the quality of feedback may vary.
Examinations There are no exemptions for examinations. Examinations are held during the scheduled examination period. As well, some parts of some examinations and culminating activities are held in class in the last one to two weeks of class. Students are required to be in class for these activities. The dates of these activities will be communicated, in writing, to students and to parents at least two weeks prior to the applicable dates. On exam days, and on the days of these culminating activities during regular classes, absent students require official documentation (e.g., a doctor's note, copy of subpoena, etc.) in order to be excused from the exam. This documentation needs to be provided to the school within 48 hours of the missed examination. Appendix B should be referred to for a list of legitimate reasons for student absences.
Appendix A: Expectations of teachers
Teachers are expected to: 1. follow Ministry and GEDSB policy and guidelines in assessing, evaluating, and reporting student achievement; 2. utilize achievement chart categories in assessing, evaluating and reporting student achievement; 3. provide students with a course outline in the first week of the course that includes the breakdown of weightings across the achievement chart categories, and the breakdown of tasks and weightings for the culminating activity/activities that will be used in the course, and to follow this course outline through the course; 4. communicate clearly and in varied formats, expectations for individual assignments, and to communicate to students the methods that will be used for evaluating assignments when the assignment is assigned; 5. provide feedback to students on assignments that will assist students in improving learning and achievement, and to provide this feedback in a timely fashion; 6. to use varied assessment and evaluation strategies and to offer alternative strategies where feasible so as to give students as much opportunity as possible to demonstrate achievement; 7. provide sufficient notice to students of tests and topics to be evaluated on tests; 8. provide students with reasonable opportunities to make up missed work where the student has been away for legitimate reasons (refer to Appendix B for a list of legitimate reasons for student absence); 9. meet reporting deadlines as established by the school administration; 10. to communicate and to report to parent(s)/guardian(s) as needed. This requires regular reporting through official school reports and also requires communication with parents and students when achievement is not at the student's potential. This communication should occur as soon as a problem has been identified, and be ongoing as required to address the problem. The goal of this communication is to enlist the advice and support of parent(s)/guardian(s) in encouraging greater student effort and achievement; 11. not provide a mark of 46 - 49% on report cards. The decision as to whether the credit should be granted should be made based on the teacher's judgment as to whether the student has demonstrated achievement of overall course expectations and be done in consultation with the department head and school administration as required; 12. not provide a mark of 59, 69, 79, 89, or 99. These marks should be scaled up one or down one; 13. provide accommodations to students who have IEPs in order to facilitate their achievement and to modify the program as required recognizing that in order to maintain the integrity of the credit, if the expectations for the course are modified to too great a degree, a credit may not be awarded.
Appendix B: Legitimate reasons for student absence Regular attendance is crucial to the success of students at Hagersville Secondary School. The following is a list of reasons for student absences that are deemed to be legitimate: documented illness, appointments; bereavement/compassion; inclement weather; family emergency; religious holiday; longhouse; subpoena; school sponsored event; college/university visit.
Students and parent(s)/guardian(s) are reminded that all absences must be documented. Until such documentation is provided to the school, the absence is NOT deemed to be legitimate. Students are responsible for catching up on all work missed during an absence and for making arrangements with teachers to complete missed assessments. Students are strongly advised to make these arrangements in advance where possible. |
