Havergal College Course Calendar, 2017-18 Academic Year

23 / 100

| | | 21
When students anticipate difficulties in meeting an
assessment deadline, they must:
• discuss this difficulty with the teacher in a timely
fashion before the due date in a face-to-face meeting.
This meeting is not by email or the day or night
before, except under special circumstances.
• ask to negotiate a new due date when legitimate,
extenuating circumstances prevail with the agreement
of the teacher. This new deadline will be no more than
10 school days from the original deadline.
• ask for assistance from the subject teacher if unable
to complete an assessment.
• accept that if she misses a test, she will be required
to write a comparable test at the time and place
determined by the teacher and may require a parent
or guardian note.
Teacher’s Responsibilities
In advance of the due date of an assignment, the teacher
will:
• set clear deadlines that are reasonable and allow for
some student input if possible.
• post all assessment dates at least two weeks in
advance on the class page in Veracross and provide
those dates orally in class.
• be clear about the consequences of missing an
assignment deadline, but also consider extenuating
circumstances.
• show students how to plan to complete their work
(e.g. create a timeline to model the appropriate
preparation for an assessment).
• scaffold the assessments to provide feedback so you
know in advance if a student is struggling.
• give students some time to work in class and an
opportunity to get assistance from the teacher as a
way to check on progress.
• use progressive deadlines for parts of tasks if an
assessment is lengthy.
Once the assignments are handed in, the teacher should:
• check to make sure all the assignments have been
handed in and follow up directly with students who
have not handed in their work.
• record any behaviour events in Veracross for students
who have not handed in work to both inform parents
and to keep a running record of such difficulties.
• meet with students who have not handed in their
work to set a new deadline (no more than
• 10 school days from the date of the original deadline).
• inform parents of a missed deadline through the
behaviour event email or a phone call.
If a student cannot meet a deadline or has missed a
deadline, the teacher should:
• (if possible or appropriate) allow some negotiation
before the deadline if there are extenuating
circumstances for a student or some conflict that the
student identifies that cannot be worked out. This
negotiation is generally in a face-to-face conversation
in advance of the due date, not the day or night
before except under special circumstances.
• ensure the new deadline is within 10 school days of
the original date unless there are circumstances that
would prevent that.
• encourage students to look ahead to see what else is
coming in order to set a realistic deadline.
• if a new deadline has been negotiated, require the
student to write an email to the teacher, which is
copied to the Guidance Counsellor and the parent
stating that a new deadline has been set, what the
date is and the consequences of missing that new
deadline.
• accept that it is possible that some students
may need to negotiate a second deadline under
exceptional circumstances. This new deadline would
be negotiated in advance and face-to-face. The
consequence of missing this deadline is an automatic
zero with an email to parents and to the Guidance
Counsellor telling them that the second deadline was
not met and that the assignment has been recorded
as 0.
9. Key Assessment Terms
Assessment is the process of gathering information from
a variety of sources that accurately reflects how well a
student is achieving identified curriculum expectations.
Assessment for Learning is the gathering of evidence
during the learning process and is used to provide
direction for improvement and adjustment. It can be used
to determine the report card grade when there is not
sufficient evidence from summative assessments.
Assessment of Learning (Evaluation) is the evaluation
of evidence throughout the learning process to provide
a record of student achievement relative to the
expectations of a course. It is used in determining the
report card grade.
Assessment as Learning is the process of developing
and supporting student metacognition. Students are
actively engaged in this assessment process as they
monitor their own learning, use assessment feedback
from teacher, self and peers to determine next steps and
set individual learning goals.