Assessment and Evaluation
Procedures Manual 606-A
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1.
Program
Superintendent of Program
April 2003
June 2011, March 2013
March 2018
General
These procedures set out the terms, guiding principles, and goals for
assessment and evaluation in Upper Grand schools. Included in these
procedures are the Board’s direction to schools on academic integrity (cheating
and plagiarism) and late and missed assignments as required by the Ministry of
Education.
2.
Terms and Definitions (from Growing Success)
Assessment
Assessment is the process of gathering, from a variety of sources, information
that accurately reflects how well a student is achieving the curriculum
expectations in a subject or course.
Assessment As Learning
Assessment as learning is the process of developing and supporting student
metacognition. Students are actively engaged in this assessment process. They
monitor their own learning; use assessment feedback from teacher, self, and
peers to determine next steps; and set individual learning goals. Assessment as
learning requires students to have a clear understanding of the learning goals
and the success criteria. Assessment as learning focuses on the role of the
student as the critical connector between assessment and learning.
Assessment For Learning
Assessment for learning is the ongoing process of gathering and interpreting
evidence about student learning for the purpose of determining where students
are in their learning, where they need to go, and how best to get there. The
information gathered is used by teachers to provide feedback and adjust
instruction by students to focus their learning. Assessment for learning is a highyield instructional strategy that takes place while the student is still learning and
serves to promote learning.
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Assessment Of Learning
Assessment of learning is the process of collecting and interpreting evidence for
the purpose of summarizing learning at a given point in time, to make
judgements about the quality of student learning on the basis of established
criteria, and to assign a value to represent that quality. The information gathered
may be used to communicate the student’s achievement to parents, other
teachers, students themselves, and others. It occurs at or near the end of a
cycle of learning.
Criterion Referenced Assessment
Criterion referenced assessment focuses on whether a student’s performance
meets a predetermined standard, level, or set of criteria rather than on the
student’s performance measured in relation to the performance of other students.
Learning Goals
Learning goals are brief statements that describe for a student what he or she
should know and be able to do by the end of a period of instruction (e.g., a
lesson, series of lessons, or subtask). The goals represent subsets of clusters of
knowledge and skills that the student must master to successfully achieve the
overall curriculum expectations.
Success Criteria
Success criteria are standards or specific descriptions of successful attainment of
learning goals developed by teachers on the basis of criteria in the achievement
chart, and discussed and agreed upon in collaboration with students that are
used to determine to what degree a learning goal has been achieved. Criteria
describe what success “looks like”, and allow the teacher and student to gather
information about the quality of student learning.
Summative Assessment (e.g., test, exam, project, culminating task)
Summative assessment is an evaluation that occurs at the end of important
segments of student learning. It is used to summarize and communicate what
students know and can do with respect to curriculum expectations.
Teacher Professional Judgement
Teacher professional judgement is judgement that is informed by professional
knowledge of curriculum expectations, context, evidence of learning, methods of
instruction and assessment, and the criteria and standards that indicate success
in student learning. In professional practice, judgement involves a purposeful
and systematic thinking process that evolves in terms of accuracy and insight
with ongoing reflection and self-correction.
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Diagnostic Assessment
Diagnostic assessment is assessment that is used to identify a student’s needs
and abilities and the student’s readiness to acquire the knowledge and skills
outlined in the curriculum expectations. Diagnostic assessment usually takes
place at the start of a school year, term, semester, or teaching unit. It is a key
tool used by teachers in planning instruction and setting appropriate learning
goals.
Formative Assessment
Formative assessment is assessment that takes place during instruction in order
to provide direction for improvement for individual students and for adjustment to
instructional programs for individual students and for a whole class. The
information gathered is used for the specific purpose of helping students improve
while they are still gaining knowledge and practicing skills.
Evaluation
Evaluation is the process of judging the quality of student learning on the basis of
established criteria and assigning a value to represent that quality. Evaluation is
based on assessments of learning that provide data on student achievement at
strategic times throughout the grade/subject/course, often at the end of a period
of learning.
3.
Guiding Principles (from Growing Success)
The primary purpose of assessment and evaluation is to improve student
learning. The following seven fundamental principles lay the foundation for rich
and challenging practice. When these principles are fully understood and
observed by all teachers, they will guide the collection of meaningful information
that will help inform teacher professional judgement. To ensure that assessment,
evaluation, and reportings are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures
that:
3.1
are fair, transparent, and equitable for all students;
3.2
support all students, including those with special education needs, those
who are learning the language of instruction (English or French), and
those who are First Nation, Métis, or Inuit;
3.3
are carefully planned to relate to the curriculum expectations and learning
goals and, as much as possible, to the interests, learning styles and
preferences, needs, and experiences of all students;
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4.
3.4
are communicated clearly to students and parents at the beginning of the
school year or course and at other appropriate points throughout the
school year or course;
3.5
are ongoing, varied in nature, and administered over a period of time to
provide multiple opportunities for students to demonstrate the full range of
their learning;
3.6
provide ongoing descriptive feedback that is clear, specific, meaningful,
and timely to support improved learning and achievement, and
3.7
develop students’ self-assessment skills to enable them to assess their
own learning, set specific goals, and plan next steps for their learning.
System Goals
System goals are to:
•
prioritize and provide support for practices that promote educational
excellence, quality professional development and effective partnerships;
•
investigate and research "best practices" that focus on improved student
learning;
•
ensure quality and appropriate alignment, collaboration and consistency
among schools, yet provide some flexibility in implementing policies and
curriculum to meet the needs of a specific school population and context; and
•
align Board and school assessment and evaluation policies, procedures and
practices with the following, as outlined in Growing Success.
4.1
Unless specified as a curriculum expectation, the evaluation of learning
skills and work habits are not considered in the determination of a
student’s grades in subjects or courses.
4.2
Assessment and evaluation will be based on both the content and
performance standards, as outlined in the achievement charts in the
Ontario Curriculum Grades 1 to 12 documents. Teachers will ensure that
student learning is assessed and evaluated in a balanced manner with
respect to the four categories – Knowledge/Understanding, Thinking,
Communication, and Application. Decisions regarding what constitutes
“balance” will be made at the school or department level.
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4.3
All curriculum expectations must be accounted for in instruction and
assessment, but evaluation focuses on students’ achievement of the
overall expectations. Teachers will use professional judgement to
determine which specific expectations should be used to evaluate
achievement of the overall expectations, and which ones will be
accounted for in instruction and assessment but not necessarily
evaluated.
4.4
For students with special education needs and English language learners
who require accommodations, evaluation of achievement will be based
on the expectations of the grade or course in which the student is currently
enrolled.
4.5
For students with special education needs and English language learners
who require modified or alternative expectations, evaluation of
achievement will be based on the modified or alternative expectations
as outlined in the Individual Education Plan.
4.6
Assignments for evaluation and tests or exams are to be completed,
whenever possible, under the supervision of a teacher. Assignments for
evaluation must not include homework that students do in order to
consolidate their knowledge and skills or to prepare for the next class.
4.7
Assignments for evaluation may involve group projects as long as each
student’s work within the group project is evaluated independently and
assigned an individual mark.
4.8
Evaluation is the responsibility of the teacher and must not include the
judgement of the student or of the student’s peers.
4.9
Students will be provided with multiple opportunities to demonstrate
evidence of achievement. Teachers will consider evidence collected
through observations, conversations, and student products (e.g.,
demonstrations, tests, exams, assignments for evaluation).
4.10
The report card grade will reflect the student’s most consistent level of
achievement, with special consideration given to more recent evidence.
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4.11
For grades 9 to 12, the final grade for a course is determined as follows:
4.11.1 Seventy percent of the grade will be based on evaluation
conducted throughout the course. This portion should reflect the
most consistent achievement throughout the course, with special
consideration given to more recent evidence of achievement.
4.11.2 Thirty percent of the grade will be based on final evaluation
administered at or towards the end of the course. This evaluation
will be based on evidence from one or a combination of the
following: an examination, a performance, an essay, and/or
another method of evaluation suitable to the course content. The
final evaluation allows the student an opportunity to demonstrate
comprehensive achievement of the overall expectations for the
course.
4.11.3 The code “R” on a report card represents achievement that falls
below level 1 and is used in the evaluation and reporting of
student achievement in Grades 1 to 8. For achievement below
level 1 in Grades 9 to 12, percentage marks below 50 per cent
are assigned. Both “R” and marks below 50 per cent signal that
additional learning is required before the student begins to
achieve success in meeting the subject/grade or course
expectations.
4.11.4 The Code “I” on a report card indicates that insufficient evidence
is available to determine a letter grade or percentage mark.
Teachers will use their professional judgement to determine when
the use of “I” is appropriate and in the best interests of the student
(i.e., when circumstances are beyond the student’s control, for
example, extended absence due to illness). Code “I” may not be
used in grades 11 and 12.
5.
In-service
The Upper Grand District School Board will continue to provide in-service to
administrators and teachers on the processes of planning, assessment,
evaluation and reporting on a regular and ongoing basis.
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6.
Academic Integrity (Grades 1 – 12)
6.1
Academic Honesty
Academic honesty is the submission of original work. Due credit is given
for original ideas and expression of others, and there is honest disclosure
of authorship, assistance or group co-operations.
6.2
Academic Dishonesty
Academic dishonesty is a deliberate misrepresentation of work and
includes plagiarism, cheating or any other form of academic
misrepresentation.
6.2.1
All staff and students will maintain high standards of academic
integrity.
6.2.2
Students are responsible for providing evidence of their learning.
It will be made clear to students that there are consequences for
cheating and plagiarizing.
6.2.3
Schools will refer to the Upper Grand District School Board’s
handbook, Truth or Consequences, for information about
prevention and detection of cheating and plagiarism and possible
consequences for students who cheat or plagiarize.
6.2.4
The prime objective is to prevent instances of academic
dishonesty (cheating and plagiarism). Schools will promote
academic honesty through:
6.2.5
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•
instruction – explicit instruction in academic honesty will begin
in elementary school and continue throughout secondary
school. and
•
assignment design – Teachers will design assignments that
encourage higher order thinking, making connections and a
monitored process (in stages).
If academic dishonesty is suspected, the teacher will meet with
the student and will use professional judgement to determine the
intentionality of the action. Before consequences are applied,
there must be clear evidence of deliberate academic dishonesty.
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7.
6.2.6
All instances of deliberate academic dishonesty in Grades 7
through 12 will be reported to the school administration. Up to
and including Grade 6, teachers will use professional judgement
in involving the Principal or Vice-Principal.
6.2.7
Schools will develop policies and procedures that include a range
of consequences for deliberate academic dishonesty.
Consequences will reflect a continuum of responses based on:
•
maturity of the student;
•
individual circumstances of the student;
•
grade level of the student, and
•
number and frequency of incidents.
6.2.8
The continuum of consequences for cheating and plagiarism may
include academic penalties (e.g., loss of marks up to loss of full
marks, redo part or all of the work) and/or disciplinary action (e.g.,
removal from the course in secondary, suspension).
6.2.9
School policies and procedures regarding consequences must
include progressive discipline for first and subsequent offences.
Late and missed assignments (Grades 7 – 12)
7.1
It is the responsibility of the school/Principal to communicate clearly with
students and parents the importance of submitting assignments for
evaluation when they are due, and the consequences for students who
submit assignments late or fail to submit assignments. This may be done
through the school newsletter, classroom newsletters, course outlines or
the school website.
7.2
It is the responsibility of the teacher to communicate clearly with students,
and where appropriate, with parents, the various deadlines for tasks
submitted for evaluation.
7.3
Students are responsible for providing evidence of their learning within
established timelines. It will be made clear to students that there are
consequences for not completing work and submitting work late.
7.4
In the event that a student requires accommodations for assessment and
evaluation, teachers will refer to the Individual Education Plan (IEP). The
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IEP may outline accommodations and strategies that are specific to
timelines for submission of assignments.
7.5
In the event that one or more assignments for evaluation are not
submitted, or are submitted late, the teacher will consider the weight and
extent of expectations not demonstrated in order to determine the impact
on the final grade and credit attainment. The teacher will use his/her
professional judgement to determine if the overall expectation has been
met.
7.6
When work submitted for assessment and evaluation by students occurs
past an established deadline, teachers will apply strategies as outlined in
“Growing Success”. The purpose of the interventions is to encourage the
completion of the work.
7.7
Strategies to Prevent Late/Missed Assignments: (from “Growing Success”)
School procedures regarding late and missed assignments must be
designed to motivate and facilitate completion of work and demonstration
of learning and, where appropriate and possible, allow for additional
and/or alternative opportunities to do so. Teachers will use their
professional judgement to determine which strategies are appropriate to
help prevent and/or address late and missed assignments. These
strategies may include:
•
ask the student to clarify the reason for not completing the assignment;
•
help students develop better time-management skills;
•
collaborate with other staff to prepare a calendar of major assignment
dates for every class;
•
plan for major assignments to be completed in stages;
•
maintain ongoing communication with students and/or parents about
due dates and late assignments, and scheduling conferences with
parents if the problem persists;
•
refer the student to the Student Success team or teacher;
•
take into consideration legitimate reasons for missed deadlines;
•
set up a student contract;
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8.
•
use counseling or peer tutoring to try to deal positively with problems;
•
hold teacher-student conferences;
•
review the need for extra support for English Language Learners;
•
review whether students require special education services;
•
require the student to work with a school team to complete the
assignment;
•
for First Nation, Métis, and Inuit students, involve Aboriginal counselors
and members of the extended family;
•
understand and take into account the cultures, histories, and contexts
of First Nation; Métis, and Inuit students and parents and their previous
experiences with the school system;
•
provide alternative assignments or tests/exams where, in the teacher’s
professional judgement, it is reasonable and appropriate to do so;
•
deduct marks for late assignments, up to and including the full value of
the assignment.
7.8
For late and missed assignments, the teacher will ensure that mark
deduction, if used, does not result in a mark that, in the professional
judgement of the teacher, misrepresents the student’s actual
achievement.
7.9
For grades 9 – 12, when a student has not completed/submitted the final
summative evaluation (e.g., exam or summative task), then a mark of zero
may be assigned, and the teacher will use professional judgement to
determine the impact on the overall report card mark.
Lower Mark Limit (Report Card Marks for Grades 9 – 12)
The lowest mark a student in grades 9 – 12 may receive on a Report Card is 0.
Range of Percentage Marks
Recommendation
>=50 (marks of 47, 48 or 49 must not
be used)
Student has met overall expectations, credit is granted
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Range of Percentage Marks
Recommendation
35-46
Student has met some of the overall expectations, and
may qualify for credit recovery or 2 week summer school
(based on recommendation from the subject teacher and
credit recovery team.)
Student has met few of the overall expectations, and
may enrol in the 4 week summer school or repeat the
course for credit.
0-35
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