21 / 100
Table of Contents
|
The Academic Program|
Courses at a Glance|
www.havergal.on.ca
19
Determining the Report Card Grade
(p 39)
The teacher will:
•
consider all evidence collected through observations,
conversations, and student products with special
consideration given to more recent evidence
(p 39)
;
•
consider evidence for all assessments for evaluation
that the student has completed or submitted, the
number of assignments that were not completed or
submitted, and the evidence that is available for each
overall expectation;
•
consider that some evidence carries greater weight
than other evidence;
•
weigh all evidence of student achievement in light of
these considerations, and use professional judgement
to determine the student’s report card grade, which
represents the student’s achievement of overall
curriculum expectations, as demonstrated to that
point in time;
•
show students their report card grade prior to putting
it on the report card and explain to students how that
grade was determined.
In determining the report card grade, we have defined
“most consistent” and “most recent” to provide for
greater consistency, predictability and transparency:
•
Most consistent:
The most consistent level for a set of
marks is the level that more than half of marks either
equal or surpass.
•
Most recent:
When the majority of recent marks
lie above or below the most consistent level, the
overall mark will be raised or lowered.** (Dates for
determining which marks are considered recent
shift according to the reporting period and are set
according to the type of courses, e.g., semestered
full-year, non-semestered or half credit courses.)
•
Pegged levels:
the level for each category is pegged
according to a predetermined scale.
•
Grades are not determined using the arithmetic
mean or average but are based on the pattern in the
evidence the student has provided.
•
Exceptions:
For full year Upper School courses, the grade
for the November Report card is an average. For half
credit semester courses, the grade for the November
and April report card is an average.
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/
Havergal Scale
Recent Level
4+
100
4
94
4-
85
3
75
2
65
1
55
R+
40
R
25
R-
10
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)
.