OTLC Assessment, Evaluation and Reporting Policy (v. June 26/09)

Rationale:
The primary purpose of assessment and evaluation is to improve classroom instruction, program delivery and student learning. Assessment and evaluation has the potential to nurture self-esteem by providing plans for improving and enriching student performance and achievement. Student marks should reflect achievement of the curricular expectations. Task completion is an important life skill and learning strategy. Students must assume responsibility for their school work. Teachers will work with students and parents to create a culture of responsibility in accordance with Policy PR.584.CUR (Assessment, Evaluation and Reporting of Student Achievement).

Guiding Principles for Students:
1. Each student is responsible for completing the course requirements;
2. Each student is accountable for completing his or her own work;
3. Each student must submit required assignments on the assigned due date;
4. Each student must attempt to produce work of the highest quality based on individual ability.

Roles of Teachers:
1. Teachers will provide a variety of assignments and tasks, as well as various methods of assessment and evaluation which will enable students to demonstrate their level of achievement;
2. Teachers will identify key assignments that are necessary for successfully fulfilling the requirements of a course;
3. Teachers will monitor the steps and processes the student uses to produce an assignment or complete a task to ensure individual accountability;
4. Teachers will inform students of due dates in a timely manner and allow sufficient time for students to complete a task;
5. Teachers will plan assignments with a clear emphasis on course expectations in developing assignments, tests and tasks with the aim of enabling students to demonstrate learning.
(from PR.584.CUR)

Definitions:
Assessment is a continuous process of gathering information about student learning and performance, using a variety of sources over time (Assessment FOR Learning) for the purpose of i) providing feedback, and ii) informing future instruction.
Evaluation is the process of judging the quality of student work in the assessments, on the basis of established criteria, and the assigning of a value to represent that quality. (Assessment OF Learning)
Grading is the summarizing of evaluation data in the form of a letter or numerical grade for reporting purposes.
Examination is a formal, summative evaluation. In a secondary school, it takes place within the regular school day during the scheduled examination period as determined by the Board calendar.
Culminating Performance Task is an authentic, engaging assessment of learning that is often open-ended involving higher-order thinking skills. It often takes multiple class periods to complete.

Marks:
Grades will be based on an individual student’s demonstrated level of achievement in relation to the curriculum expectations of a specific course. Teachers will use the achievement categories in conjunction with the Achievement Chart to determine to what extent learning has taken place. A majority of the Overall Expectations must be met in order for a credit for the course to be awarded.

Due Dates:
Assignments are to be submitted on the assigned due date at the beginning of the period unless otherwise stated by the teacher. Extensions may be granted by the teacher, using his/her professional judgement, and, in most cases, any arrangement for an extension must be made prior to the due date.

Missed Tests:
Upon missing an evaluation where the Overall Expectations have not been previously demonstrated on another assignment, students will be required to either:
a) write the test immediately upon return to school;
b) make arrangements with the teacher for a make-up evaluation;
c) make arrangements with the teacher for an alternate task or assignment.

Incomplete, Unsubmitted or Skipped Assignments:
Students who do not do assignments are considered to need behavioural interventions. The initial time or two a student misses significant assignments (Essential Learning Demonstrations), the student’s behaviour will be dealt with by the teacher (consequence examples: make-up task, detention) and communicated to the parents/guardians. The same student who misses subsequent key assignments will be referred to the Department Head and/or Vice-Principal who may call a case conference (involving parents, guidance, student success teacher, learning support teacher, and/or the student) to discuss means of motivating the student or helping the student. A mark of “0” may be used as a placeholder if there is no evidence of learning. If, after intervention strategies are employed, the student still does not produce evidence of learning, the teacher may use his/her professional judgement to determine whether or not the “0” will be used in calculating a grade.

“The appropriate consequence for failing to complete an assignment is completing the assignment.” Reeves, 2006, p 122

Legitimate Absences
If a student knows they are going to miss an evaluation in advance (e.g. appointment, school activity), the expectations are that the student will:
1. Inform the teacher as soon as possible before the evaluation day.
2. Arrange an alternate time/day for the evaluation with the teacher. This may be before the original evaluation, at the teacher’s discretion.
3. Ask the parent/guardian to contact the teacher by via e-mail or voice mail (613-745-0347).

Depending on the reason for the absence, one of the following will apply:
1. An evaluation (original or replacement) will be given at a time determined by the teacher. However, students must be prepared to complete this evaluation immediately upon their return to school (even if it is the same day). Students must note that it may not be possible to design and mark a replacement evaluation prior to the end of a reporting period. In the interim, teachers will use their professional judgment to estimate the degree to which students have achieved expectations based on prior achievement.

2. An incomplete may be considered if expectations will be covered through other evaluations.

Student Illness or Personal Emergency
If a student is ill or if there is an emergency on the day of an in-class evaluation,
1. On that day, the parent/guardian will notify the teacher via email or voice mail (613-745-0347)
2. If the student returns to school at any time on the day of the evaluation, the student must make alternate arrangements with the teacher on that day.
3. A written note from a parent/guardian/physician will be provided to the teacher on the day of return to school.

Other Evaluation (e.g. assignment, project, etc.)
Assignments are expected to be submitted at the beginning of class on the due date unless otherwise stated by the teacher. Students may request an extension in exceptional circumstances, which teachers will consider in consultation with parents.

In most cases, work submitted after the initial assignment is marked and returned to the class will be considered too late for evaluation unless there was a pre-approved extension. If the student does a replacement assignment, the original zero will be replaced by the earned mark on the replacement assignment. Students must note that it may not be possible to design and mark a replacement evaluation prior to the end of a reporting period. Any late submissions are due by the last day of the term in order to be considered in mark calculations for the report card that follows. At these times the teacher will determine if the work submitted meets the course expectations. The student’s mark will be adjusted appropriately and will be reflected on the next report card. Any adjustment of these dates will be based on the teacher and Department Head’s professional judgement.

Academic Fraud
If a student participates in academic fraud (e.g., cheating on tests, plagiarism in assignments), he/she is deemed not to have met the expectations associated with that particular evaluation. The student will be required to complete an evaluation that demonstrates the same expectations. Part of the response to these matters will include a reflective discussion and/or exercise with the student to highlight those positive character attributes that lead toward responsible citizenship.

Most Consistent, More Recent
30% of a student’s final mark will be based on summative evaluations near the end of the course (e.g. exam, performance task, summative test). The 70% portion of the mark will be based on evaluation of a student’s achievement throughout the course. This 70% should represent the student’s most consistent level of achievement of the expectations that are repeated throughout the course. Special consideration shall be given to the more recent evidence of achievement when this evidence more accurately reflects the student’s progress.

Division of the Grade
Term work is worth 70% of the final grade. Term work will be assessed in four categories according to the departmental policy and mark weighting guidelines:
- Knowledge & Understanding
- Thinking & Inquiry
- Communication
- Application
The mandatory summative project/task and the final evaluation are both worth a combined total of 30%. Assignments will be evaluated by levels [1-4] and/or numeric grades.

Reporting on Learning Skills
The report card provides a record of the learning skills demonstrated by students in every course. The separate evaluation and reporting of learning skills in these five areas reflects their critical role in students’ achievement of the curriculum expectations (Program Planning and Assessment, 2000, page 16).

The students will be evaluated separately on each of the following Learning Skills:
i. Works Independently
ii. Teamwork
iii. Organization
iv. Work Habits
v. Initiative

Each of the above Learning Skills will be reported as either: Excellent [E], Good [G], Satisfactory [S], or Needs Improvement [N].

Students with an IEP (Individual Education Plan)
In planning instruction and activities and developing course materials, teachers must take into account the strengths, needs, learning expectations, and accommodations identified in the student’s IEP. It is essential that teachers use the most appropriate methods and provide the most appropriate materials to help exceptional students achieve the expectations outlined in their IEP. Teachers may find it necessary to make changes in their style of presentation, their methods of organization, the amount and type of material covered, their use of technology and multimedia, and their assessment and evaluation strategies. For example, some students may need to be given additional time to complete tests, or the opportunity to take tests orally or in other forms. (Program Planning and Assessment, 2000, page 9) (See Appendix ‘F’)

English Language Learners (ELL)
Programs must be flexible in order to accommodate the needs of students who require instruction in English as a second language or English literacy development. Teachers of all subjects are responsible for helping students develop their ability to use English.

Appropriate modifications to teaching, learning and evaluation strategies must be made to help students gain proficiency in English, since students taking English as a second language at the secondary level have limited time in which to develop this proficiency. (Program Planning and Assessment, 2000, page 10). (See Appendix ‘B’)