Havergal College Course Calendar, 2016-17 Academic Year

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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
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 fair, transparent and equitable for all students (p 6);
• support all students to show what they have learned (p 6) ;
• 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);