Havergal College Course Calendar, 2016-17 Academic Year

Grades 1 to 6 For Grades 1 to 6, student achievement of the overall curriculum expectations will be evaluated in accordance with the achievement chart categories (knowledge/understanding, thinking, communication and application) and will be reported using four levels of understanding ( 4 , 3 , 2 , 1 or R to indicate work that is incomplete) (p 40) . Grades 7 to 12 For Grades 7 to 12, a student’s achievement of the overall curriculum expectations will be evaluated in accordance with the achievement chart categories (knowledge/understanding, thinking, communication and application) and will be recorded on the report card using percentage marks (p 40) . The conversion chart below shows how the four levels of achievement are aligned to the percentage marks found on the report cards: (p 40)

Most Consistent/Recent Level

Havergal Scale

Most Consistent/Recent Level

Havergal Scale

4+

100

1

55 40 25 10

4

94 85 75 65

R+

4-

R

3 2

R-

0

0

The Meaning and Use of “I,” “R” and of percentage marks below 50% The code “R” represents achievement that falls below Level 1 and is used in the evaluation and reporting of student achievement in Grades 1 to 8. For achievement below Level 1 in Grades 9-12, percentage marks below 50% are assigned on the report card (p 41) . Both “R” and marks below 50% signal that additional learning is required before the student begins to achieve success in meeting the course expectations. For Grades 1 to 10, teachers may also use the code “I” on the report card to indicate that insufficient evidence is available to determine a final grade. In Grades 9 and 10, a student who receives an “I” on the final report card to indicate insufficient evidence will not receive a credit for the course (p 42) . 7. Responsibilities of Teachers and Students Teachers and students assume a number of responsibilities as they jointly engage in assessment and evaluation practices that promote and support learning. Teachers will: • discuss assessment and evaluation practices, including grading procedures, with students at the beginning of each course based on a course information sheet or a written outline that is distributed to students and parents (p 6) ; • describe specific evaluation criteria to students prior to each assessment and evaluate students based on their achievement of these criteria; • use exemplars and samples of student work where possible to model levels of achievement;

30  HAVERGAL COLLEGE | Course Calendar 2016–2017