Course Information Sheet
Course:
ENG 3C
Teacher(s):
Griffin/McKee
Department:
ENGLISH
School Year:
2011/2012
The primary purpose of assessment and evaluation is to improve student learning.
(Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 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 assess. 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 may include:
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Peer and self-assessment using a variety of techniques; reflective writing and journaling; class discussions;
conferencing with the teacher;
Group work; presentations; role plays;
Quizzes; chapter questions; summaries; short written responses;
Other activities as needed.
In this course, the activities that focus on assessment of learning that the final grade will be based on include:
Term Work (70% of final mark)
Reading Unit – focus on critical evaluation of sources including websites and databases.
Writing Unit – focus on organization, process, formal reports, and MLA format.
Oral Communication – focus on conversation strategies and conflict resolution.
Media – focus on media film study and analysis of genre.
Final Summative (30% of final mark) – culminating project and 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 final 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 students 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
behavior
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
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.