Course Information Sheet
Course: __SVN 3E/SNC 4E_______________________ Department:____SCIENCE_______
Teacher(s): _MISS. J. PERRYMAN_____ School Year:__2010/2011 SEMESTER 1________
The primary purpose of assessment and evaluation is to improve student learning.
(Growing Success: Assessment, Evaluation and Reporting in Ontario School, 2010, p. 6)
In all courses at CDDHS we value assessment for, as and of learning. Assessment for Learning is the process of seeking and interpreting evidence for use by students and their teachers to decide where students are in their learning, where they need to go, and how best to get there. Assessment for learning can occur before and during learning and may take the form of descriptive feedback, and questioning. Assessment as Learning focuses on fostering student capacity over time to self assesses.
Students use this assessment to help monitor their progress towards achieving their learning goals.
Assessment of Learning occurs at the end of a period of learning and is used to record and report what students have learned. This assessment contributes to report card grades.
In this course, activities that focus on assessment for and as learning include:

Work sheets

Video sheets

Homework

Small in-class assignments
In this course, the activities that focus on assessment of learning that the final grade will be based on include:
1. Quizzes
2. Unit tests
3. Assignments
4. Labs/Activities
5. Final Exam

Seventy percent of the grade will be based on evaluation conducted throughout the course while the remaining thirty percent of the grade will be based on a fin al evaluation administered towards the end of the course.
Students are responsible for providing evidence of learning within established timelines. There will be consequences for cheating and plagiarism. Not completing work and submitting work late will also result in consequences. To help student be successful and to be effective learners in all courses, teachers at
CDDHS work with students to help them develop learning skills and work habits as outlined below.
Responsibility
• fulfils responsibilities and commitments within the learning environment;
• completes and submits class work, homework, and assignments according to agreed-upon timelines;
• takes responsibility for and manages own behaviour
Independent Work
• independently monitors, assesses, and revises plans to complete tasks and meet goals;
• uses class time appropriately to complete tasks; follows instructions with minimal supervision.
Collaboration
• accepts various roles and an equitable share of work in a group;
• responds positively to the ideas, opinions, values, and traditions of others;
• builds healthy peer-to-peer relationships through personal and media-assisted interactions;
• works with others to resolve conflicts and build consensus to achieve group goals;
• shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions
Initiative
• looks for and acts on new ideas and opportunities for learning;
• demonstrates the capacity for innovation and a willingness to take risks;
• demonstrates curiosity and interest in learning;
• approaches new tasks with a positive attitude;
• recognizes and advocates appropriately for the rights of self and others
Organization
• devises and follows a plan and process for completing work and tasks;
• establishes priorities and manages time to complete tasks and achieve goals; identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks
Self-regulation
• sets own individual goals and monitors progress towards achieving them;
• seeks clarification or assistance when needed;
• assesses and reflects critically on own strengths, needs, and interests;
• identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals; perseveres and makes an effort when responding to challenges
Attendance is the number one predictor of success in every course. Regular attendance is expected for all students to achieve their full potential. For students struggling with attendance a referral will be made to guidance and or the office. Students struggling with content are encouraged to seek extra help from their teachers when it is offered and to check the daily lunch tutorial room schedule for subject focus.