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18
HAVERGAL COLLEGE
|
Course Calendar 2017–18
As essential steps in assessment for learning and as
learning, teachers will:
•
plan assessment concurrently and integrate it
seamlessly with instruction to inform instruction,
guide next steps, and help teachers and students
monitor students’ progress towards achieving learning
goals
(pp 29, 30, 33)
.
•
identify and share specific learning goals and success
criteria with students at the outset of learning to
ensure that students and teachers have a common
and shared understanding of these goals and criteria
as learning progresses
(pp 28, 32, 33)
.
•
gather information about student learning before,
during, and at or near the end of a period of
instruction, using a variety of assessment strategies
and tools
(pp 28, 34)
.
•
give and receive specific and timely descriptive
feedback that informs students about what they
are doing well, what needs improvement, and what
specific steps they can take to improve
(pp 29, 32, 34)
.
•
help students to develop skills of peer and self-
assessment including setting individual goals
(pp 29, 35)
.
6. Assessment
of
Learning (Evaluation)
Assessment
of
Learning
(Evaluation) is the process of
judging the quality of student learning on the basis of
established performance standards and assigning a value
to represent that quality
(p 38)
. Evaluation summarizes
and communicates what students know and can do
with respect to the overall curriculum expectations at a
particular point in time
(p 39)
.
Assessment
of
Learning
(Evaluation): evidence is used
to make judgements about how well students are learning
according to a standard. Reporting on that information
takes place at the end of a unit of study or at the end of a
reporting period.
a. Course Work
The course work grade consists of evaluations conducted
throughout the year. The evaluation of student learning is
the responsibility of the teacher and must not include the
judgement of the student or of the student’s peers
(p 39)
.
The course work grade will:
•
address the achievement chart categories in
a balanced manner with respect to the four
categories (knowledge and understanding, thinking,
communication and application)
(p 17)
;
•
represent evidence gathered from a variety of
completed assessments throughout the course
(p 17, 39)
;
•
reflect the individual student’s achievement of the
overall expectations
(p 38)
;
•
include evidence that is collected over time from
three different sources: observations, conversations,
and student products
(p 39)
;
•
include assignments and tests that have been
completed, whenever possible, under the supervision
of a teacher and not include ongoing homework that
students do to consolidate their knowledge and skills
or to prepare for the next class
(p 39)
;
•
reflect individual achievement; assignments for
evaluation may involve group projects as long as each
student’s work within the group project is evaluated
independently and assigned an individual mark
(p 39)
;
•
emphasize students’ most consistent level of
achievement within a unit and throughout the year
although special considerations should be given to
more recent evidence of achievement
(p 41)
;
•
include evaluations that were preceded by
opportunities for students to practice skills,
demonstrate knowledge and receive feedback;
•
be derived from evaluations that are consistent in
nature and complexity across sections of a course.
Final Evaluation (Grades 7–12 only)
Twenty percent (Grades 7–8) or 30 percent (Grades
9–12) of the final grade will be based on a final
evaluation administered at or toward the end of the
course. This evaluation will be based on evidence from
one or a combination of the following: an examination,
a performance, an essay or other method of evaluation
suitable to the course content and expectations. The
final evaluation allows the student an opportunity to
demonstrate comprehensive understanding of the overall
expectations for the course
(p 41)
.
The final evaluation grade will:
•
evaluate individual student’s achievement of overall
course expectations
(p 41)
;
•
be similar to other assessments that students have
encountered throughout the course;
•
be consistent in nature and complexity across
sections of a course;
•
be completed by Grade 9-12 students in order to
achieve the course credit
(p 41)
.
The final grade consists of a grade for the course work and
a grade for the final evaluation with the following weighting:
Grades
Course work % Final Evaluation %
JK–6
100
n/a
Grades 7–8
80
20*
Grades 9–12
70
30
*Some Grade 7-8 courses do not have a final evaluation, and therefore
course work will comprise 100% of the final grade.