Havergal College Course Calendar, 2016-17 Academic Year

5. The primary purpose of linguistic exchanges, such as those to France, Mexico and Germany, is to enhance the students’ communication skills in that language. Because all instruction will be in the foreign language, the student will not absorb as much subject content as she would from English instruction. Expectations of content covered will be adjusted in these circumstances. An anecdotal report on the student’s work during the exchange will be requested from the host school.

ACADEMIC INFORMATION

ASSESSMENT AND EVALUATION PRACTICES Havergal’s Assessment and Evaluation practices are aligned to the guidelines outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010 . The page numbers in this document refer specifically to the Growing Success document. 1. Purpose of Assessment and Evaluation The primary purpose of student assessment and evaluation is to improve student learning (p 6) . The assessment and evaluation process involves the continual gathering and interpreting evidence of student learning in a way that promotes a positive learning experience and improves student learning. Teachers’ professional judgements are at the heart of effective assessment, evaluation and reporting of student achievement (p 8) . 2. Fundamental Principles of Assessment and Evaluation The assessment and evaluation policy is based on fundamental principles that guide the collection of meaningful information that will help inform instructional decisions, promote student engagement and improve student learning (p 6) . To ensure that assessment, evaluation, and reporting are fair, valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: • are carefully planned to relate to the curriculum expectations and learning goals and as much as possible, to the interest, learning styles and preferences, needs, and experiences of all students (p 6) ; • are clearly communicated to students and parents at the beginning of the school year or course and at other appropriate times (p 6) ; • are ongoing, varied in nature and administered over a period of time to provide multiple opportunities and a variety of ways for students to demonstrate the full range of their learning (p 6) ; • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; feedback tells students what they are doing well, where improvements are needed and how to improve (p 6) ; • are fair, transparent and equitable for all students (p 6) ; • support all students to show what they have learned (p 6) ;

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