Assessment and
Evaluation
Holy Name of Mary Catholic Secondary
School
Determining the Final Grade
70%


TERM
tests, quizzes,
essays, projects,
demonstrations,
oral presentations,
performance tasks, etc.
always reflective of
board-wide category
weightings
30%
FINAL

exam, culminating
performance task,
EQAO*, etc.

category weightings
proportionally match
those of the 70% TERM
Assessment & Evaluation
TYPES
DIAGNOSTIC
initial assessment
FORMATIVE
gathered throughout
unit of study
NOT factored into grade
SUMMATIVE
used to judge student’s
achievement at end of
unit of study
SOME may be reflected
in final grade
ALWAYS reflected in
final grade
 Evaluation
Assessment: Record Keeping
 MarkBook is the calculation tool used by most
teachers.
 It is set up to reflect the 4 categories of
achievement and skills, as per Ministry policy:
Knowledge/Understanding
Thinking
Communication
Application.
CPTs and the Final 30% Evaluation
 A Culminating Performance Task (CPT) is a
consolidation of learning and a demonstration
of student achievement administered towards
the end of the course.
 The school will communicate to students and
their parents/guardians the timelines for CPTs
and the potential academic consequences for
missing part or all of this final evaluation.
Sample CPT in Geography
 The study of Canadian Geography is all
about connections. It’s about who you are
and how you relate to the world around you.
Students in the grade 9 geography course
have studied Canada’s natural diversity,
natural resources and related environmental
issues, economic diversity, people and
population as well as Canada’s global
connections. Canada is truly one of the best
countries in the world in which to live .
Sample CPT continued…
 As part of the grade nine program, you are
required to complete a culminating
performance task worth 10% of your final
grade.
 More precisely, you are to prepare a travel
documentary on a region of Canada to
illustrate why it is, in fact, one of the best
places in the world in which to live.
Sample CPT continued…
You are to include in your travel documentary
the following overall expectations:
 demonstrate an understanding of the natural
and human systems of your region;
 analyse ways in which natural systems
interact with human systems and make
predictions about the outcomes of these
interactions;
 report on global issues that affect Canadians.
Sample Rubric for a CPT
Application
Criteria
A
-Transfer of
knowledge and
skills to new
contexts (e.g.
1. geographic
skills
2 .MLA
procedures,
3. computer
technology)
N/A
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
Transfers
geographic skills to
new contexts with
limited effectiveness
(2.5)
Transfers
geographic skills to
new contexts with
some effectiveness
(3)
Transfers
geographic skills to
new contexts with
considerable
effectiveness
(3.5)
Transfers
geographic skills to
new contexts with a
high degree of
effectiveness
(4-5)
Applies MLA
procedures to new
contexts with limited
effectiveness
(2.5)
Applies MLA
procedures to new
contexts with some
effectiveness
(3)
Applies MLA
procedures to new
contexts with
considerable
effectiveness
(3.5)
Applies MLA
procedures to new
contexts with a high
degree of
effectiveness
(4-5)
Applies computer
skills with limited
effectiveness
(2.5)
Applies computer
skills with some
effectiveness
(3)
Applies computer
skills with
considerable
effectiveness
(3.5)
Applies computer
skills with a high
degree of
effectiveness
(4-5)
Proper Citation
 All students are taught proper citation in
grade 9 as a component of their religion CPT.
 Students submit their works cited to Teacher-
Librarian where it is individually corrected.
 Students receive a level 4+ mark when the
document is error free which shows mastery
of the concept.
Plagiarism
 Plagiarism is a serious academic offence. It is the act
of claiming another’s work as one’s own. Some
examples of plagiarism are, but not limited, to:
 reusing an essay, assignment, etc. from
another course
 copying a friend’s homework or project
 using another person’s ideas as one’s own
 copying and pasting text from an electronic
sources, online database, Internet without citing
and identifying as a quotation
 buying a paper from the Internet or another
source.
Plagiarism
 Other examples include:





finding an essay, assignment, etc. in another
language and then translating it;
falsifying a citation;
quoting a source without citation;
paraphrasing but not citing the source;
copying and pasting graphics without citing the
source.
(Ontario Language Association 2003)
Plagiarism
Depending on the offence, an appropriate
consequence, such as a zero, may be assigned.
The teacher will inform parent(s)/guardian(s) and
administration of such an offence.
Achievement Chart
 In Ontario, the achievement chart is a standard
province-wide guide to be used by teachers.
 It is divided into four broad categories of knowledge
and skills and feedback within each category is
provided to students:
Knowledge/Understanding
Thinking
Communication
Application.
 It also outlines levels of achievement of the
curriculum expectations.
Levels of Achievement
Grade
Range
80- 100 %
Achievement Summary Description
Level
Level 4
A very high to outstanding level of
achievement, above the provincial
standard.
70 – 79%
Level 3
A high level of achievement, at the
60 - 69%
Level 2
A moderate level of achievement,
below, but approaching, the
provincial standard.
50 – 59%
Level 1
A passable level of achievement,
below the provincial standard.
Below 50%
provincial standard.
Insufficient achievement of
curriculum expectations. A credit
will not be granted.
Achievement Chart
Level 3 (70–79%) is the provincial standard.
Teachers and parents can be confident that students
who are achieving at level 3 are well prepared for
work in the next grade or the next course.
(p. 14 Program Planning and Assessment 2000)
Exemplars
Level
One

As writer of this assignment I would like to
consider the consequences of “child labour”.
Child labour is abuse to children who are working
for 18 hours a day and only being payed 13 cents
an hour. What are they working for? They are
working for greedy, selfish, abusive people that
don’t have the right to do that to children or
anyone…Most of the children that work at these
factories are abused if they do their work
incorrectly or if they are taking a break. The
children hardly get anything to eat.
Level
Two
 Their young, rich, beautiful and ‘skinny’.
Who are they, they’re the people we see
on TV and in magazines. Men want them
and women want to be like them. So what
do the girls do, to try to be like them,
‘diets’. If diets don’t work or take to long,
they begin to have eating disorders. For
example ‘anorexia’ or ‘bulemia’ . One in
particular is ‘anorexia’. It is one of the
leading causes of death in teens.
Level
Three
 In Canada, you have to be over the age of
19 to smoke, yet teens are getting hold of
cigarettes and influencing other kids to
begin. In fact, more than 3000 kids
become addicted to smoking each day.
Would you consider that information,
would you believe that’s over one million
per year? To many teens are becoming
smokers and are unaware of the affect it
has on themselves and others.
Level
Four

Many children’s stories describe one individual
being singled out and tormented. It is always the
poor relative, the step sister or the ugly duckling who
suffers at the hands of others. This is discrimination.
Discriminating is the act of prejudging and
stereotyping people (Nelson 396). It may affect any
one regardless of sex, race or beliefs. Discrimination
is harmful and detrimental to all of society. It affects
the way people feel about themselves and their selfesteem.
In the poem “Two Prisoners” written by Raymond
Souster, there is a verse that shows discrimination.
…
Assessment and Evaluation Policy
 Contents
 Definition of key assessment terms
TYPES
DIAGNOSTIC
initial assessment
FORMATIVE
gathered throughout
unit of study
NOT factored into grade
SUMMATIVE
used to judge student’s
achievement at end of
unit of study
SOME may be reflected
in final grade
ALWAYS reflected in
final grade
 Evaluation
Assessment and Evaluation Policy
 Contents

Achievement Chart:
4 categories
4 levels of achievement

Final Evaluation/Final Grade

Reporting Methods

Learning Skills
Assessment and Evaluation Policy
 Contents (continued)
 Academic penalties and consequences

Missed assignments, presentations, and
performances

Plagiarism

Cheating

Suspensions
Assessment and Evaluation Policy
The Assessment and Evaluation Policy
is outlined for students
in the Student Agenda
on pages 17-23.
Final Evaluations
 The final evaluation is 30% of the course
grade.
 This can be a combination of the following:


a culminating performance task (CPT)
a formal exam.
 These final examinations are an integral part
of the evaluation process.
Final Evaluations
 Students are expected to write the final
examination within the timeframe of the exam
schedule.
 No term test or major projects will take place
one week prior to the start of the formal exam
period.
Final Evaluations: Illness
 Students who are absent from an exam due
to illness must provide a doctor’s certificate to
the office before the end of the exam period.
 Students who are absent due to illness and
do not provide a doctor’s certificate will
receive an exam mark of zero (0).
 The teacher/administrator reserves the right
to have a student write a final examination,
even if the student produces a medical note.
Final Evaluations: Vacation
 Exams will NOT be rescheduled to
accommodate a student holiday and failure
to write the exam will result in a mark of “0”.
Final Evaluations: Suspension
 If a suspension falls into the exam schedule,
Safe School Policies and Procedures will be
followed.
Final Evaluations
 SPECIAL CIRCUMSTANCES – Students
with special circumstances must speak to a
member of the administration team.
Final Evaluations
 Students must be in proper uniform to write
an exam.
 An opportunity is provided for students each
semester to review their final evaluation for
each course.
 Students are encouraged to take advantage
of this opportunity.
Reporting
 Formal reports are issued twice each
semester: one at mid-semester and one at
the end of the course.
 Each report will include attendance, lates,
grade, course median, teachers’ comments
and learning skills.
 Parent/student/teacher interview night is
scheduled shortly after the mid-semester
report cards have been distributed.
The Ontario Secondary School
Report Card
Areas of Student Achievement
The Provincial Report Card focuses on two
distinct, but related, aspects of student
achievement:
 the achievement of curriculum expectations;
 the development of learning skills.
Reporting
 Percentage grades and comments are used
to report on the student’s achievement of
curriculum expectations in each course.
 The percentage grades reflect the level of
achievement of the curriculum expectations,
 The comments focus on progress by
describing strengths, areas for improvement,
and next steps.
Learning Skills
 The student’s learning skills in each course
are evaluated using a four-point scale:
E – Excellent
G – Good,
S – Satisfactory
N – Needs Improvement.
 Teachers may also include comments on the
student’s learning skills when those skills
have a particularly significant impact –
positive or negative – on achievement.
Percentage Grade
 Student achievement of the curriculum
expectations is reported on the Provincial
Report Card using percentage grades.
70% Term
 70% of the grade will be based on
evaluations undertaken throughout the
course.
 This portion of the grade should represent the
student’s most consistent level of
achievement, with special consideration given
to the more recent evidence of achievement.
30% Final
 30% of the grade will be based on a final
evaluation in the form of one or a combination
of the following: an examination, a
performance, an essay, or another method of
evaluation suitable to the course content and
administered towards the end of the course.
Report
Card
Response Form
 The Response Form is the last page of the
first report card in semestered schools, and of
the first and second report cards in nonsemestered schools. It is not included in the
final report card.
 The completed Response Form must be
returned to the school and filed in the OSR
with the other pages of the report card.
Response
Form
Homework
 Homework completion is a learning skill that
is reported separately on the provincial report
card.
Homework
The purpose of homework for students is to
provide opportunities to:





complete work begun in class
apply and practise skills and knowledge taught
in class
prepare for the next class
monitor their own learning
alert them to difficulties and the need to seek
clarification.