Assessment And Evaluation

Assessment And Evaluation for Grades 9-12

The primary goal of assessment and evaluation is to enhance student learning. Teachers use assessment to understand students' strengths and needs, aiding in planning and evaluation to measure how well students meet the Ontario Curriculum expectations. As part of this process, teachers provide descriptive feedback and coaching to help students improve. They also encourage students to engage in their own assessment and learning, fostering independence, goal-setting, self-monitoring, and reflective thinking. Evaluation involves judging the quality of student learning based on established performance standards and assigning a value to represent that quality. Students are responsible for their behaviour in the classroom and school, and for providing evidence of their achievement within the specified timeframe and in an approved format. There will be consequences for not completing assignments or submitting them late (Growing Success, p. 43).

Determining A Report Card Grade

Before assigning a report card grade, teachers will consider:

All evidence collected through observations, conversations, and student products.
Equity, ensuring evaluations are completed with teacher supervision whenever possible.
Assignments for evaluation should not include homework or practice opportunities.
Group projects are permissible if each student's work is evaluated based on their independent efforts and skills.
The impact of missing or incomplete assignments on the student’s overall grade.

Roles And Responsibilities for Late and Missed Assignments for Evaluation

Teachers will:

Maintain ongoing and timely communication with students, parents/guardians, and administrators.
Establish deadlines in collaboration with students for assignments for evaluation and clearly communicate these deadlines to students, and, where appropriate, to parents/guardians.
Use appropriate strategies, based on their professional judgment, to help students provide the required evidence of their learning.
Return work to students within a reasonable timeframe.
Ensure the needs of students with exceptionalities are met, consistent with the strategies outlined in their Individual Education Plans (IEP).

Students will:

Be responsible for providing evidence of their achievement within the timeframe specified by the teacher and in an approved format.
Be encouraged to discuss assignments and timelines with their teachers.
Understand that there will be consequences for not completing assignments or submitting them late.

Honour Roll

Grand Erie secondary schools recognize academic excellence through the honour roll, awarded to students achieving an average of 80% or higher in their top eight courses. Graduation awards honor Grade twelve academic achievement.

Consequences

Consequences for academic dishonesty are determined on a case-by-case basis. Teachers exercise their professional judgment in handling suspected instances of academic dishonesty, which may entail redoing assignments, loss of marks, or suspension.

Academic Integrity

Grand Erie schools aim to cultivate integrity, strong work ethic, learning skills, and work habits essential for success beyond school. Academic integrity involves completing one's own work, seeking clarification when needed, and appropriately citing sources when referencing others' work. Plagiarism, claiming another's work as one's own without proper attribution, is strictly prohibited.

Report Cards/Parent & Teacher Meetings

Each semester includes three reporting periods: progress report, mid-term report, and final report. Following the progress report, parents have the opportunity to meet with their student’s teacher.