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School Policy - Student Evaluation 2006-2007 Policy Pages 1) Credo Introduction Introduction Under the Ontario Secondary School curriculum, the primary purpose of assessment and evaluation is to improve student learning. Other purposes of assessment and evaluation relate to the placement, promotion, and certification of students. Assessment and evaluation in all courses are based on the knowledge and skills described by the curriculum expectations and the achievement charts in the subject curriculum policy documents. At the beginning of the school year, students will be provided with a written course outline describing the expectations, content and evaluation for each course. Students will be informed of the types of assignments and tests that they should expect, and will be told how their final mark will be calculated. Course Work Evaluation of the achievement of the curriculum expectations is based on the achievement chart, and marks are weighted according to the curriculum strands of the achievement chart categories. Students will receive formative assessments to improve knowledge and skills, and summative evaluations to demonstrate achievement of the curriculum expectations. The grade course work (70%) will reflect a student's most consistent level of achievement throughout the course. Examinations Formal examinations may be the basis for a significant portion of the students' grade for the mark on the second report card (in those courses with a January exam) and/or the final grade in June. Students are expected to take formal examinations as required. Final Evaluation In all courses, the final evaluation will:
The final evaluation in all courses is worth a significant portion of the final grade (30%). All students are expected to complete the final evaluation. Students who skip or refuse to complete the final evaluation will receive a mark of zero for this component. Students who miss a part or all of the final evaluation/examination due to illness must produce a valid medical certificate. Students who miss a part or all of the final evaluation due to a valid exceptional circumstance such as bereavement must appeal to the Administration. Learning Skills Student achievement in Learning Skills is communicated by students and parents by means of the Provincial Report Card, Grades 9-12. The report card not only focuses on student achievement of curriculum expectations but also reveals student development of learning skills. To more clearly reflect other aspects of student achievement, the report card contains a separate section for reporting on achievement demonstrated in skills required for effective learning. The report card also includes teachers' comments on the student's strengths, areas in which improvement is needed, and ways in which improvement might be achieved. Reporting on Demonstrated Learning Skills The report card provides a record of the learning skills demonstrated by the student in every course, in the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these five areas reflects the critical role in students' achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, is not to be considered in the determination of percentage grades. The following are the examples of critical learning skills which fall into the category of excellence: Works Independently
Teamwork
Organization
Work Habits/Homework
Initiative
Due Dates In order to earn credit in a course, students are responsible for demonstrating evidence of achievement of knowledge and skills described by the OSS curriculum expectations. Students are expected to complete all assigned work by the dates/deadlines identified by teachers. These deadlines apply to assignments, projects, presentations, and tests. If a student anticipates a problem with meeting a deadline, she or he must discuss the problem with the teacher in advance. Exceptional Students and Students with IEP's Teachers will implement the recommendations concerning assessment and/or evaluation contained in an IEP. Academic Misconduct Students are expected to demonstrate academic honesty on all assignments, presentations, tests, and examinations. Students who cheat or plagiarize will receive a mark of zero for the assignment, presentation, test, or examination. Exams and Evaluation Days Thursday, January 25th: Modified Exam Day - AM Classes It is important for both students and parents to understand that evaluation is a continuous process beginning in September and ending in June. In particular, the months of May and June are critical months. Evaluations will be ongoing throughout these months and student attendance at all types of evaluations is required. Reporting Cycle Interm Report Card: October 20th Parents' Nights There will be two formal parents' nights - December 5th, 2006 and March 22nd, 2007. University Applicants Please Note: Our reporting cycle for the 06/07 academic year was designed to work effectively with OUAC's (Ontario University Application Centre) timelines for marks-submissions. There are three dates for the electronic transfer of marks for students applying to Ontario Universities: |
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