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Table of Contents
|
The Academic Program|
Courses at a Glance|
www.havergal.on.ca
17
Learning Skills and Work Habits Include:
Learning Skills and Work Habits:
C – Consistent
: Skill is consistently present, well-established and independent.
U – Usually:
Skill is usually present and established but student may need reminders or practice
S – Sometimes:
Skill is sometimes present but student needs support from others
N – Not Yet:
Skill is not yet established and rarely demonstrate
Responsibility:
Fulfills responsibilities and commitments within
the learning environment
•
Arrives to class on time
•
Takes responsibility for and manages own behaviour
•
Follows classroom procedures with minimal prompting
•
Completes and submits class work, homework and
assignments on time
•
Catches up on missed work
Organization:
Plans and organizes time, materials and equipment
to accomplish tasks and achieve goals
•
Comes to class prepared for learning with appropriate
materials
•
Establishes priorities and manages time
•
Identifies, gathers, evaluates and uses appropriate
resources and materials to complete tasks
Independent Work:
Independently monitors, assesses and
revises plans to complete tasks and meet goals
•
Stays focused and engaged on tasks
•
Follows instructions and expectations
•
Works without disturbing others or requiring redirection or
support
•
Uses class time appropriately to complete tasks and
assignments
Collaboration:
Learning with others to achieve a group goal and
complete projects
•
Approaches the opportunity to work and learn from others
in a positive manner
•
Accepts various classroom roles and responsibilities
•
Takes on an equitable share of any group work
•
Accommodate others’ needs, adapts and encourages
multiple styles
Initiative:
Demonstrates curiosity and interest in learning and a
willingness to extend their learning and that of others
•
Approaches new ideas, situations and academic tasks with a
positive attitude
•
Initiate or extends discussions and shares relevant
experiences
•
Demonstrates a willingness to take a different approach or
adopt a different perspective
•
Motivated to complete a task
Self-Regulation:
Sets and monitors progress towards individual
goals
•
Accurately identifies relevant, achievable goals
•
Reflects critically upon progress and makes adjustments as
needed
•
Enlists social resources (peers, teachers, parents,
community) to acquire clarification, feedback or assistance
when needed
•
Perseveres and makes an effort when responding to
challenges
4. Performance Standards—The Achievement
Chart
Assessment and evaluation will be based on both
the content standards (overall and specific curricular
expectations) and performance standards (achievement
chart). Teachers ensure that student learning is assessed
and evaluated in a balanced manner with respect to the
four categories of knowledge and skills (knowledge and
understanding, thinking, communication, and application)
(p 17)
.
5. Assessment
for
Learning and
as
Learning
Assessment is the process of gathering information that
accurately reflects the extent to which a student is able to
understand the curriculum expectations. Assessment for
the purpose of improving student learning is seen as both
“assessment for learning” and “assessment as learning.”
In
Assessment
for
Learning
, assessment evidence is
used by the teacher to decide how to adjust teaching
and learning activities. The teacher uses the evidence to
determine where students are in their learning, where
they need to go and how best to help the student get
there by providing descriptive feedback and coaching for
improvement.
In
Assessment
as
Learning
, assessment evidence is used
by students to improve their own learning through reflection
and specific goal setting. Students use the evidence to
adjust their own learning and set their own goals.
Teachers obtain assessment information through a
variety of means, which may include formal and informal
observations, discussions, learning conversations,
questioning, conferences, homework, tasks done
in groups, demonstrations, projects, portfolios,
developmental continua, performances, peer and self-
assessments, self-reflections, essays and tests
(p 29)
.