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HAVERGAL COLLEGE
|
Course Calendar 2016–2017
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
4
94
R+
40
4-
85
R
25
3
75
R-
10
2
65
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;