Assessment and Evaluation Procedures, 2006 -...

York Catholic District School Board Assessment and Evaluation Procedures, 2006

Committee Members

We wish to acknowledge the time, effort and contributions of the Assessment and Evaluation Committee members:

� Lucy Bacchet, Coordinator, ESL/ELD

� Rosanne Baldassara, Program Consultant, Elementary

� Mina Bozzi, Teacher, Father Michael McGivney CHS

� Patrick Collins, Coordinator, Religious Education and Family Life

� Debra Cormier, Superintendent, Curriculum and Assessment

� Tina D’Acunto, Coordinator, Student Services, Secondary

� Andy DiSebastiano, Superintendent of Elementary Schools

� Mary Anne DiSebastiano, Coordinator of Programs, Elementary

� Alexandra Fiaschetti, Teacher, Corpus Christi CS

� Ed Hamel, Vice Principal, Father Henri Nouwen CS

� Marc Keirstead, Coordinator of Programs, Secondary

� Claire Laughlin, Coordinator of Student Services, Elementary

� Claudia LaValle-Belardi, Teacher, St. Francis of Assisi CS

� Pat Lia, OECTA

� Allan Mackey, Superintendent of Schools, Secondary

� Diane McWatters, Principal, Pope John Paul II CS

� Aidan Millar, OECTA

� Julie Pauletig, OECTA

� Mary Puopolo, Assistant to the Superintendent of Curriculum and Assessment

� Angelo Radica, Teacher, St. Theresa of Lisieux CHS

� Antonella Rubino, Vice Principal, Holy Cross CHS

� Janis Scully, Program Consultant, Elementary

� Bernie Smith, Vice Principal, St. Robert CHS

� Jo Anne St. John, Teacher, Our Lady of Good

Counsel

� Angela Taylor-Bennett, Equity Consultant

� Cathy Titus, Teacher, St. Elizabeth CHS

We also thank these School Boards

for their contributions:

� Bluewater District School Board

� Toronto District School Board � Toronto Catholic District School Board

Assessment & Evaluation Overview: Grades K-12


Table of Contents

OVERVIEW: Grades K - 12Introduction..........................................................................................................................5

Definition of Assessment and Evaluation................................................................5 Assessment and Evaluation in a Catholic Context ..................................................6 Equity in Assessment and Evaluation......................................................................6

Ministry of Education Statements on Assessment and Evaluation Strategies…………….7 Additional Key Messages on Assessment and Evaluation ..................................................8 A Model of Curriculum Planning: “Design Down” Model ................................................9 Curriculum Achievement Chart.........................................................................................10 Assessment for Learning ...................................................................................................11

Diagnostic Assessment ..........................................................................................11 Formative Assessment ...........................................................................................11 Self and Peer Assessments.....................................................................................11

Evaluation: Assessment of Learning ................................................................................11

ELEMENTARY PANEL – Grades K - 8Weighting of Achievement Chart Categories ....................................................................12 Evaluation ..........................................................................................................................12

Group Work ...........................................................................................................13 Homework..............................................................................................................13 Late Assignments: Grades 7 - 8 ............................................................................13 Missed Assignments ..............................................................................................14 Insufficient Evidence .............................................................................................14 Absences ................................................................................................................15 Students Entering Mid Term/Mid Unit..................................................................15 Plagiarism ..............................................................................................................15

Accommodations and Modification...................................................................................16 Role of Individual Education Plan (IEP) ...............................................................16 Considerations When Reporting Achievement of Students with Special Needs...17 Reporting Procedures for Students Receiving Accommodations..........................17

Reporting Procedures for Students Receiving Program Modifications.................17 Reporting Guidelines for English Language Learners Receiving ESL/ELD Program Support ............................................................................18

Grading and Reporting.......................................................................................................19 Learning Skills .......................................................................................................19

Grading ..................................................................................................................19 Conversion Chart ...................................................................................................20 Grading for Reporting Purposes-Primary/Junior Division ....................................21

Grading for Reporting Purposes-Intermediate Division........................................21 High, Mid and Low Designations for Achievement Levels ..................................21 Determining Grades ...............................................................................................22 Formal Reporting Periods ......................................................................................22



SECONDARY PANEL – Grades 9 - 12

Weighting of Achievement Chart Categories ....................................................................23 Evaluation ..........................................................................................................................23

Group Work ...........................................................................................................24 Homework..............................................................................................................24 Late Assignments...................................................................................................24 Missed Assignments ..............................................................................................25 Grading Incomplete/Missed Assignments .............................................................25 Absences ................................................................................................................25 Plagiarism ..............................................................................................................26 Learning Skills .......................................................................................................26

Grading and Reporting.......................................................................................................27 Mid Semester Grading ...........................................................................................27 End of Semester Grading .......................................................................................28 Assigning a Grade for 70% Portion of the Final Report Card Grade ....................28 Assigning a Grade for 30% Portion of the Final Report Card Grade ....................28 Using Professional Judgement for Final Grades Between 46%-49%....................28 Formal Reporting Periods ......................................................................................29 Students Entering Mid Term/Mid Unit..................................................................29 Credit at Risk Reporting Comments ......................................................................29

Accommodations and Modifications .................................................................................30 Role of Individual Education Plan (IEP) ...............................................................30 Reporting the Achievement of Students with Special Needs ...............................31 Reporting Procedures for Accommodations..........................................................31 Reporting Procedures for Program Modifications.................................................31 Reporting Guidelines for English Language Learners Receiving ESL/ELD Program Support.............................................................32

ASSESSMENT & EVALUATION GLOSSARY .............................................................33

“There is no such thing as ‘just a job’ in a Catholic school. There are only various forms of Christian service, each calling for extraordinary dedication.”

This Moment of Promise Ontario Conference of Catholic Bishops



OVERVIEW: KINDERGARTEN TO GRADE 12

Introduction

This document is the result of a review of the Assessment and Evaluation Procedures

document (June 2001) conducted by a committee comprised of superintendents,

administrators, coordinators, consultants and teachers. This document is based on

Ministry policy documents. The purpose of the document is to provide school

communities with policies and procedures that are to be followed in assessing, evaluating

and reporting student achievement.

The document is reflective of the following Ministry documents:

� The Ontario Curriculum Grades 9 to 12, Program Planning and Assessment (2000)

� Assessment and Evaluation: A Teacher Resource Document (Policy to Practice)

� Effective Elementary Assessment and Evaluation Classroom Practices: A Resource

Document.

Assessment

The process of gathering and recording information

about students’ knowledge and skills, as well as

providing students with descriptive feedback to guide

their improvement. Assessment is to Coaching…

Evaluation/Summative

The process of interpreting and judging the quality of students’

work on the basis of established criteria and assigning a

value/grade/achievement level to represent that quality.

(No score, plenty of tips, practice and no risk of failure.)

… As Evaluation is to the Game!(Now it counts!)



Assessment and Evaluation in a Catholic Context

The distinctive nature of Catholic Education requires that any procedures integrate the

Catholic Christian message into our educational practice. The Ontario Catholic Graduate

Expectations (CGE) represent a summary of these teachings and should be woven

throughout our program delivery. The CGE articulate not only what we expect our

students to know and do but also what we expect our students to be as they continue their

life journeys as contributing members of society, and as followers of Jesus Christ.

In this context, assessment and evaluation in our Catholic Schools means our practices

recognize and affirm our Catholic Faith values by:

� Respecting the dignity and worth of all learners.

� Providing successful experiences for all students.

� Being ‘just’ and ‘compassionate’ in nature by providing varied opportunities for

students to demonstrate their learning.

� Fostering life-long learners and recognizing the God-given capacity of each person to

learn and grow throughout their lives.

� Reflecting the holistic nature of assessment that integrates the nature of learning and

faith formation.

Ontario Catholic Graduate Expectations

A graduate of a Catholic school in Ontario is expected to be:

� A Discerning Believer Formed in the Catholic Faith Community

� An Effective Communicator

� A Reflective, Creative and Holistic Thinker

� A Self-Directed, Responsible, Lifelong Learner

� A Collaborative Contributor

� A Caring Family Member

� A Responsible Citizen

Equity in Assessment and Evaluation

The Board is committed to the identification and removal of all discriminatory practices

in its operation and to providing an anti-racist and ethno-cultural equity curriculum for all

students. The Board’s objectives are to ensure that assessment instruments, and

procedures are bias-free and designed to meet the needs of the individual students,

and take into account the student’s previous education and personal experience.

(Policy 808- Anti-racism and Ethno-cultural Equity Policy)



Ministry of Education Statements on Assessment and Evaluation

Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels.

In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

� Address both what students learn and how well they learn;

� Are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart;

� Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;

� Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;

� Are fair to all students;

� Accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan;

� Accommodate the needs of students who are learning the language of instruction (English or French);

� Ensure that each student is given clear directions for improvement;

� Promote students’ ability to assess their own learning and to set specific goals;

� Include the use of samples of students’ work that provide evidence of their achievement;

� Are communicated clearly to students and parents at the beginning of the school year or semester and at other appropriate points throughout the year.



Additional Key Messages on Assessment and Evaluation

� Assessment and Evaluation in a Catholic school context means our practices

recognize and affirm the dignity of all learners, encouraging and supporting them to

reach their potential, as inspired by Jesus’ compassion for all.

� The primary purpose of assessment and evaluation is to improve student learning.

� Students are to be assessed and evaluated against curriculum expectations using

criterion referenced tools.

� Assessment involves assessment for learning (diagnostic, formative) and assessment

of learning (summative).

� Evaluation is the process of interpreting and judging the quality of students’ work

based on established criteria.

� Students may be given multiple opportunities to demonstrate achievement of

curriculum expectations.

� Where appropriate, accommodations are to be provided.

� Learning skills are as important to student achievement as the acquisition of

curriculum expectations.

o They are assessed and evaluated separately from curriculum expectations.

o They are reported in the appropriate section of the report card using:

� Excellent

� Good

� Satisfactory, and

� Needs Improvement



A Model of Curriculum Planning: The “Design Down” Model

Teachers plan with the desired goal of having students successfully achieve course/subject expectations. Such a plan will allow teachers to ensure there are lessons/activities that address and will provide sufficient evidence of achievement in the four Achievement Chart categories. The following plan has been adapted fromUnderstanding by Design (Wiggins/McTighe, 1998)

Identify Desired Results -IDENTIFY DESIRED RESULTS:

Overall Expectations

DETERMINE ACCEPTABLE

EVIDENCE: Assessment and Evaluation Plan

PLAN: Learning Experiences & Instruction

Overall ExpectationsWhile Overall and Speexpectations must be accounted for in instruction, evaluation focuses oachievement of the overall expetions. Teachers use their professiojudgement to determine which spe-cific expectations should bevaluate achievement of thexpectatio

cific

n cta-nal

e used to e overall

ns, and which ones will becovered in instructions and assess-

Identify Desired Results:

Overall ExpectationsWhile Overall and Specific expectations must be accounted for in instruction,

evaluation focuses on achievement of the

overall expectations. Teachers use their

professional judgement to determine

which specific expectations should be

used to evaluate achievement of the overall expectations, and which ones will

be covered in instructions and

assessment, but not necessarily

evaluated.

Determine Acceptable Evidence:

Assessment and Evaluation PlanInformation generated from asment opportunities is meant to informthe teacher of instructional needs anassist students in addressing ar

concern. Evaluations should takplace after the students h

opportunities to internalize and applycontent and skills. Students may

sess-

d eas of

e ave had

be given multiple assessment oppor-tunities to demonstrate their achieve-

ment of the expectations.

Plan: Learning Experiences &

Instruction

Instruction should be planned allow for the acquisition of un

standing and sk

to der-

ills and it should bedifferentiated in order to address the


Assessment and Evaluation Plan

Information generated from assessment opportunities is meant to informthe teacher of instructional needs aassist students in addressing ar

concern. Evaluations should takplace after the students h

opportunities to internalize and applymay

-

nd eas of

e ave had

content and skills. Students be given multiple assessment oppor-unities to demonstrate their achieve-

ment of the expectations. t


Assessment and Evaluation PlanInformation generated m assessment opportunities is meant to inform the

teacher of instructional needs and assist

students in s of concern.

Evaluations should take place after the

students have had opportunities to

internalize and apply content and skills. Students may multiple assessment opportunities to demonstrate

their achievement of the expectations.

fro

addressing area

be given

Plan:

Learning Experiences & InstructionInstruction should be planned to allow for the acquisition of understanding and

skills and it should be erentiated in

order to address the various learning

styles of students.

diff



Curriculum Achievement Chart

An Achievement Chart is found in every curriculum document. The purpose of the achievement chart is to:

Provide a framework for the curriculum expectations for a subject.

The Overall and Specific Expectations align with the categories of the Achievement Chart.

Teachers use their professional judgement and/may collaborate with their colleagues to

determine the alignment of expectations with the categories of knowledge and skills.

Guide the development of assessment tasks and tools.

Assessment tasks and tools are to be developed to provide opportunities for students to

demonstrate their achievement of the expectations and to reflect the categories and criteria

of the achievement chart.

Help teachers to plan instruction for learning.

The Achievement Chart provides categories and criteria that teachers employ when

designing instruction strategies. It also provides teachers with the focus and terminology

for effective evaluation of the expectations.

Provide the categories and criteria with which to assess and evaluate student learning.

This provides teachers with a framework to assess and evaluate knowledge and skills for

courses and subjects.

Assist teachers in providing meaningful feedback to students.

By employing the categories of the Achievement Chart, teachers are able to identify the

strengths and next steps for students.

Achievement Charts are

located within every

Ministrycurriculum document.



Assessment FOR Learning

Assessment for Learning is comprised of diagnostic and formative assessment.

Assessment tasks and tools provide teachers with information about the learning of their

students. This information enables teachers to provide feedback to students, and

determine instructional strategies.

Diagnostic Assessment determines students’ knowledge and skills, so that teachers can

program appropriately. Some diagnostic assessment tools include: KWL chart [what I

know, what I want to know, what I learned], quizzes, class discussion, DRA

[Developmental Reading Assessment], and CASI [Comprehension, Attitudes, Strategies

and Interests]. Diagnostic assessment is not used for grading and reporting purposes, but

provides teachers with data about students’ knowledge and skill levels.

Formative Assessment is ongoing assessment for learning during a unit or course, which

provides timely descriptive feedback to improve learning and instruction. Some

formative assessment tools include: observations, checklists, anecdotal records,

conferences, and practice tests. Formative assessment may guide the teachers’

professional judgement when assigning grades.

Self and Peer Assessments can be powerful tools to assist students. Self-assessment

provides students with opportunities to reflect on their learning and develop strategies to

successfully achieve curriculum expectations. Peer assessment allows students to support

and encourage their peers with feedback that identifies areas of strength and areas to

review. Both self and peer assessments are not to be evaluative and cannot be included in

determining marks or grades.

Evaluation – Assessment OF Learning

Evaluation is the process of interpreting and judging the quality of students’ work on the

basis of established criteria, and assigning a value to represent it. Evaluation usually

occurs at the end of a unit or course to indicate the level student achievement.

and choosing how to get there!

It’s knowing where you want to go….



ELEMENTARY PANEL

Weighting of the Achievement Chart Categories

Over the course/unit, students should be provided with the opportunity to demonstrate

their understanding and skills, across the four Achievement Chart categories. Not all

categories need to be addressed in each assessment or evaluation. Students will have

multiple opportunities to demonstrate growth in their achievement of o

over the course/term/unit.

verall expectations

The four categories should be considered as interrelated, reflecting

the wholeness and interconnectedness of learning. Teachers will

ensure that student work is assessed and/or evaluated in a balanced

manner with respect to the four categories, and that achievement of

particular expectations is considered within the appropriate

categories." (The Ontario Curriculum, Grade 1-8 Language, 2006)

Evaluation

� Reports on students’ achievement of overall expectations.

� Criteria should be clearly communicated to students prior to learning activities.

Students should be made aware of the evaluation process prior to beginning an

assignment.

� Involves the use of appropriate tasks (project, tests, portfolios) and tools (rubrics,

checklists, anecdotal reports) that provide students with opportunities to demonstrate


� Requires sufficient evidence of students’ achievement within the four categories of

the achievement chart. The amount of evidence varies, depending on the grade and

the curriculum. Sufficient evidence of student achievement is needed to determine

grades and to demonstrate to the teacher, parents/guardians and students the level of

achievement of the curriculum expectations at the time of reporting.

� Should reflect the cultural diversity and Catholic faith of our school communities and

be free of bias.

Assessment & Evaluation Elementary Panel


Group Work Group work is an effective learning strategy that provides students with opportunities to

share their insights and consolidate their learning. An overall group mark is not to be

assigned since it would not reflect individual contributions. Students should participate

in group activities, but must be held individually accountable for evaluation purposes.

Homework The purpose of homework is to give students opportunities to complete work begun in

class and to apply the skills and knowledge taught. When checking if the homework has

been completed, teachers are evaluating a learning skill and this should not be included in

students’ mark or grade. If homework is to be evaluated, it is to be communicated prior to

teachers assigning the work. When teachers are determining if homework may be

evaluated, they should consider the purpose of the evaluation.

Late Assignments - Grades 7-8 Late assignments may occur for a number of legitimate reasons including extenuating

circumstances, such as illness, accident, family issues, and/or parental intervention. In

these cases, teachers are to apply their professional judgement reflecting the Board’s

Catholic context in addressing this issue with students. Late penalties may be waived

when legitimate extenuating circumstances occur.

The teacher should establish a completed assignment due date in consultation with

students to ensure that the timelines are achievable. A due date should be set to allow

students to complete their assignments in a timely fashion. Teachers are encouraged to

establish a two-day window of opportunity for students to complete and submit an

assignment. If a student does not submit work by the due date, a maximum of 10% will

be deducted from the assignment value. Teachers should employ the model of deducting

5% each day (excluding weekends). A closure date (the day immediately after the

window of opportunity) will be established at which point assignments will not be

accepted.

In order to encourage completing assignments by a due date, a culture of responsibility is

encouraged. Students should be made aware of the need for proper planning and

scheduling of commitments and schoolwork. Since this is a learning skill, teachers

should assist students in the planning and execution of assignments to ensure they are

completed by the assigned due date.



Missed Assignments

Students are expected to complete all work and submit all assignments. If an assignment

that is to be evaluated is not submitted, teachers should determine the reason for non-

submission, which may require contacting the parent/guardian to inform them of the

missed assignment. If there are extenuating circumstances, teachers may use their

professional judgement such as providing additional time or an alternative assignment or

possibly omitting the requirement.

Missed Assignments - Grades 7 & 8

(a) Grading Incomplete/Missed Assignments

Teachers will use a placeholder of 0 for missed assignments.

Teachers will review student data and consider the following:

� Have students demonstrated the expectations on the missed assignment(s) through

other subsequent assignments/tasks or in another context deemed appropriate by the

teacher?

� What is the student's most consistent level of achievement on the completed

assignments with particular emphasis on the more recent achievements?

� Are there extenuating circumstances to be considered?

If, in the teachers’ professional judgement, students have demonstrated achievement of

the missed expectations through subsequent assignments or in another context, teachers

will determine that sufficient evidence has been provided by students, to make a valid

evaluation of students’ achievement. The teacher will determine the students’ level of

achievement based on the weight of this evidence.

Insufficient Evidence

In cases where, due to extenuating circumstances, such as extended absences or late

admissions, there is insufficient or no evidence of achievement, an appropriate

explanatory comment is recorded in lieu of a grade.



Absences

If students have an excused absence when an assignment is due, students should be given the opportunity to submit the assignment on their return to class. If students are absent without cause, teachers may provide an alternative assignment or follow the guidelines for missed assignments.

In cases where, due to extenuating circumstances such as extended absences, there is insufficient or no evidence of achievement, an appropriate explanatory comment is recorded in lieu of a grade.

Students Entering Mid Term/Mid Unit

Students entering or leaving a school in mid term are eligible to receive an official report card if they have been in attendance in a school for more than six weeks. The student’s grade will be based upon demonstrated achievement through the evaluations scheduled within that time period.

Plagiarism

Plagiarism is defined as presenting someone else’s words or ideas as one’s own. It can take the form of:

� Submitting an assignment that was completed by another and claiming it as one’s own

� Incorporating large segments of someone else’s work and only using connecting sentences without reference to the source

� Copying sections from the Internet without referencing the source

� Direct copying of another person’s re-write of an assignment as in the case of a parent/guardian, tutor or ghostwriter

If teachers suspect that an assignment has been plagiarized, they should speak to the students to determine the source of the work. If the students have knowingly produced a plagiarized assignment, teachers will not evaluate the work and may assign a grade of zero and/or may assign a substitute assignment. This issue would result in similar consequences to missed assignments.

Students who plagiarize could also be eligible for a suspension to a maximum of fivedays. (Refer to Board Policy 202)



Accommodations and Modifications

(a) Accommodations

Accommodations do not alter the provincial curriculum expectations for the grade/course.

Accommodations are the ‘unique teaching and assessment strategies, human supports, and/or individual equipment required to enable a student to learn and to demonstrate learning’. Teachers are encouraged to share successful accommodations strategies for specific students with other teachers who will be teaching these students in the following year/semester.

(b) Modifications

Modifications do alter the provincial expectations for the expectations for a subject or course in order to meet a student’s learning needs.

These changes may involve developing expectations that reflect knowledge and skills required in the curriculum for a different grade level and/or increasing or decreasing the number and/or complexity of the regular grade level curriculum expectations.

Role of an Individual Education Plan (IEP)

Students identified as exceptional by an Identification Placement and Review Committee must have an IEP. Other students may have an IEP based on their strengths, needs and ability to access curriculum.

An IEP is a written plan describing the special education program and/or services required by a particular student. It identifies learning expectations that are modified fromor alternative to the expectations given in the curriculumpolicy document for the appropriate grade and subject or

course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations.

The IEPs of students who have no modified or a

expectations will focus only on accommodaservices. The IEP is not a daily lesson plan itemizing every detail of the student’s education.

lternative

tions and

tudents whose subject or course expectations are modified must have their evaluation

based on their attainment of the modified expectations listed on their IEP. S



Reporting the Achievement of Students With Special Needs

ns and services; erefore the achievement of these students is reported in relation to the achievement of

t f undue hardship, they are also required to maintain the confidentiality of these students.

eporting Procedures for Students Receiving Only Accommodations

“Students with special needs have a legal right to receive accommodatiothcurriculum expectations, not in relation to their achievement within the context of any accommodations or services they receive.” (Ministry Memorandum, November 2004)

Educators are not only required to accommodate students with disabilities up to the poinoDistinguishing the score results (grades) of a student who received accommodations has the potential of revealing the existence of a disability and exposing that student to discrimination. (Ontario Human Rights Commission, 2002)

R

� Do not check off the IEP box.

udent’s achievement of the grade-appropriate

urriculum expectations and the descriptions of achievement levels provided in

� rt on student’s progress in achieving grade-

vel curriculum expectations.

Reporting Procedures for Students Receiving Program Modifications

� Grades should be based on the st

c

the curriculum policy documents.

Report card comments should repo

le

� Check off the IEP box.

� The statement from the Provincial Report Card Guide must be inserted: “The rade/mark for strand/subject is based on achievement of the expectations in the

� achievement of the modified

arning expectations.

If students with an IEP have attained a mark below 50% on modified expectations, the xpectations listed on the IEP must be reviewed and/or revised as necessary.

gIEP which vary from grade-level expectations.”

The grade should reflect the level of the student’s

le

e



Reporting Guidelines for ESL/ELD Program Support

ble, interpreters should be used when communicating with arents to ensure that all reporting information is understood.

checked off for any student receiving ESL/ELD program support (i.e. from ESL/ELD teacher and/or

ons

(Formerly ESL/ESD)

Where necessary and possip

� The ESL, ESD or ELD box on the report card should be

classroom teacher). This support includes modifications of curriculum expectatiand/or provision of accommodations. An IEP is not required for ESL/ELD prograadaptations (modifications and/or accommodations).

If the curriculum expectations have been modified

m

� , the student’s mark or grade reflects the student’s level of achievement in the modified program. In such cases,

om the Grade __

� In some ca ppropriate to avoid giving a mark in a particular subject, or even in all subjects, on the report card. For example, it may not be possible to

nts”

or (strand/subject) will not be provided for this term.”

More information regarding ESL/ELD students, programs and evaluation/

lish

the following statement must be included in the comments section:

o “The (grade/mark) for (strand/subject) is based on achievement of the expectations in the (ESL or ELD) program, which vary frexpectations.”

ses, it may be a

provide a fair evaluation of performance for students who have arrived very recently. Teachers should use the space on the report card to make clear that insufficient evidence of achievement is available at that time and to write anecdotal comments about the student’s progress. An explanation must be included in the “comme

section such as:

o “As … has just arrived and is beginning to learn English, an evaluation mark f

reporting for teachers is available in thefollowing ministry documents: Engas a Second Language and English Literacy Development, A Resource Guide, Grades 1-8 (2001) and ManyRoots, Many Voices—Supporting English language learners in every classroom, A Practical guide for Ontario educators, (2005).



lementary Grading and Reporting

ose skills that students require in order to succeed in all school isciplines and in their future careers. They reflect employability skills and life-long

Initiative

ion

ormation

ove Work.

g:

G - Good

ovement

evaluated separately from the curriculum expectations. heir evaluation will not be included in the determination of the student’s percentage

) Grading

rade, teachers should review the summative evaluations

nd look for the most consistent level of achievement with particular attention to the

y not apply toe acquisition of discrete facts and information. It should be used when examining

g

E

(a) Learning Skills

Learning skills are thdlearning skills. Learning skills are:

� Independent Work

�� Homework Complet

� Use of Inf

� Cooperation with Others

� Conflict Resolution

� Class Participation

� Problem Setting, and

� Goal Setting to Impr

The Learning Skills are reported usin

� E - Excellent

�� S - Satisfactory

� N - Needs Impr

The Learning Skills are to beTgrade or mark, except where the curriculum has specific expectations related to learning skills for example, Physical and Health Education, and Arts.

(b

When determining a student’s gamore recent evidence of achievement for a unit of study, strand or term.

More recent evidence is often most relevant to skill development and math

growth over time. More recent evidence should be used when earlier conceptual learninis used in higher order thinking skills. Greater student insights might be expected towards the end of the unit/course rather than at the beginning.



Elementary Conversion Chart

N

PERCENTAGE GRADE RANGE

PERCENTAGE AND RELEVANT TABLE

LEVEL SUMMARY DESCRIPTIO

4

of achievement. Achievement isabove the provincial standard

A very high to outstanding level

but aatt gradee level.

80 to 100%

r.. 7-88 Gr.. 1-88 Gr.. 1-6 G

4++ A+ 95–100 4+ A+ 90-94 4 A 85-89 4- A 80-84

3 A high level of achievement. Achievement is at therovincial standard.

70 to 9%p

7 3+ B+ 76-79

3 B 73-75 3 - B- 70-72

2

achievement.chievement is below, but pproaching, the provincial

60 to 69%2+ C+ 66-69

A moderate level of Aastandard.

2 C 63-65 2 - C- 60-62

1 level of achievement.

chievement is below therovincial standard.

50 to 59%A passableAp

1+ D+ 56-59 1 D 53-55 1 - D- 50-52

Below 50%

ent f curriculum expectations.

Below 50%Insufficient achievemo

R 45 R 40 R 35

se of “R” on an elementary report card: U

he ‘R’ would only be used after consulting with the principal. Use of the ‘R’ requires

e development of a specific plan of action to provide remediation.

T

th

Use of a blank space on a report card:

In cases where there is insufficient evidence of achievement, an appropriate explanatory omment is recorded in lieu of a grade. (see also page 15 – Incomplete / Missed c

Assignments)



Grading For Reporting Purposes - Primary/Junior Division

he teacher will assign a letter grade to correspond to the range of performance within

priate xplanatory comment is recorded in lieu of a grade.

and 8

eachers will assign a percentage grade to correspond to the range of performance within , or term.

ot meeting arning expectations. In rare cases, teachers may assign a 20% term mark to indicate

pply

ient or no evidence of achievement, an appropriate xplanatory comment is recorded in lieu of a grade.

ns, the revised as necessary.

Gr. 8)

hen evaluating student performance, teachers assign a level of achievement to the

t on nit or course of study and at the end of the

nit or course of study summative tasks.

Tthe determined level of achievement (see conversion chart).

In cases where due to extenuating circumstances, such as extended absences or late admissions, there is insufficient or no evidence of achievement, an approe

Grading For Reporting Purposes – Grades 7

Tthe determined level of achievement, for a unit of study, strand

If students demonstrate achievement below the criteria for Level I, a percentage grade of between 35 - 45% will be assigned as an indication that the students are nlethat little or no evidence of achievement has been provided by the students and that a valid evaluation of students’ achievement is not possible. In most cases, this would ato non-attending students.

In cases where due to extenuating circumstances, such as extended absences or late admissions, there is insuffice

If students with an IEP have attained a mark below 50% on modified expectatioexpectations listed on the IEP must be reviewed and

If students with an IEP have attained a mark below 50%, despite their efforts, on modified expectations, the expectations listed on the IEP must be revised.

High, Mid and Low Designations for Achievement Levels (K to

Wperformance demonstrated by the student.

Teachers utilizing level designations (e.g., 3+, 3, 3-) record the students’ achievemenindividual summative tasks throughout the uu



Determining Grades (Grades 1-8)

order to determine/calculate the grade/letter, teachers should consider the following

ine a representative sample of students’ work to use as evidence of chievement, and consider the significance of more recent evidence. It is important to

ssessment information gathered and to evaluate a student’s performance of the

Look at the body of evidence

vels 1-4

ance

mation

hievement level.

(c) Assign a grade that corresponds with that level of achievement.

Letter or percentage grades on the report card reflect the levels of achievement.

here are three formal reporting periods. The periods occur in late fall, early spring, and

Inthree-steps:

(a) Review relevant assessment and evaluation information.

Teachers determadistinguish between what is assessed and what is used to determine a student’s grade.

(b) Apply levels of achievement to student performance.

Teachers use the achievement chart in curriculum policy documents to judge the aexpectations.

Understand the meanings of le

Find the most consistent level of perform

Give special consideration to more recent inforwhere appropriate

nal judgement to assign the acApply professio

Formal Reporting Periods

T

the end of June.



Assessment & Evaluation Secondary Panel

SECONDARY PANEL

Weighting of the Achievement Chart Categories

At the secondary level, subject councils determine the overallweighting for the Achievement Chart categories for each subject area. Individual schools or departments may adjust the values within a range of plus or minus 5%.These weightings are meant to guide teachers to consider the emphasis in the design of their evaluation plans.

In all their units/courses, students must be provided with numerous and varied opportunities to demonstrate the full extent of the curriculum expectations, across all four categories of knowledge and skills. (The Ontario Curriculum Grades 9 to 12, Program Planning and Assessment (2000)

Evaluation

� Reports on student achievement of overall expectations.

� Criteria should be clearly communicated to students prior to learning activities. This includes students receiving a Course Information Sheet at the beginning of the semester, which outlines the content and evaluation breakdown.

� Involves the use of appropriate tasks (project, tests, portfolios) and tools (rubrics, checklists, anecdotal reports) that provide students with opportunities to demonstrate


� Requires sufficient evidence of student achievement within the four categories of the achievement chart. The amount of evidence varies, depending on the grade and the curriculum. Sufficient evidence of student achievement is needed to determine grades and to demonstrate to teachers, parents/guardians and students the level of

achievement of the curriculum expectations at the time of reporting.

� Should reflect the cultural diversity and Catholic faith of our school communities and be free of bias.


Group Work

tudents with opportunities to all group mark is not to be

rpose of homework is to give students opportunities to complete

ed, teachers are included in students’ it is to be

work. When teachers are mework may be evaluated, they should consider the

purpose of the evaluation.

ents

ns including extenuatingcircumstances such as illness, accident, family issues, and/or parental intervention.

Catwhe

udstud

mmax

the

c l be established

ade aware of the need for proper planning and scheduling of commitments and hoolwork.

ince homework completion is a learning skill, teachers should assist students in thelanning and execution of assignments to ensure they are completed by the assigned due

ate.

Group work is an effective learning strategy that provides sshare their insights and consolidate their learning. An overassigned since it would not reflect individual contributions. Students should participate in group activities, but must be held individually accountable for evaluation purposes.

Homework

The puwork begun in class and to apply the skills and knoWhen checking if the homework has been completevaluating a learning skill and this should not bemark or grade. If homework is to be evaluated, communicated prior to teachers assigning the determining if ho

wledge taught.

Late Assignm

Late assignments may occur for a number of legitimate reaso

In these cases, teachers are to apply their professional judgement reflecting the Board’s holic context in addressing this issue with students. Late penalties may be waived n legitimate extenuating circumstances occur.

The teacher should establish a completed assignment due date in consultation with st ents to ensure that the timelines are achievable. A due date should be set to allow

ents to complete their assignments in a timely fashion.

Teachers are encouraged to establish a two-day window of opportunity for students to co plete and submit an assignment. If students do not submit work by the due date, a

imum of 10% will be deducted from the assignment value. Teachers should employ

model of deducting 5% each day (excluding weekends).

losure date (the day immediately after the window of opportunity) wilAat which point assignments will not be accepted. In order to encourage completing assignments by a due date, a culture of responsibility is encouraged. Students should be

msc

Sp

d



Missed Assignments

If there are extenu ances, teachers may use their professional judgement such as providing additional time or an alternative assign

At the end of the evidence of studedemonstrated achassignments. If sevidence of achietake this into con a final grade for the course.

te/Missed Assignments

Students are expected to complete all work and submit all assignments. If an assignmentthat is to be evaluated is not submitted, teachers should determine the reason for non-submission, which may require contacting the parent/guardian to inform them of themissed assignment.

ating circumst

ment or possibly omitting the requirement.

term, semester or unit, teachers will review the nt achievement to determine if the students have ievement of the overall expectations in other tudents have not provided teachers with enough vement of the overall expectations, teachers should sideration when determining

(a) Grading Incomple

Teachers will use a placeholder of 0 for missed assignments. Teacher will review student data and consider the following:

� Have the students demonstrated the expectations on the missed assignment(s) througother subsequent assignments/tasks or in another context deemed appropriate by theteacher?

h

tudents, to make a valid

students have an excused absence when an assignment is due, students should be given t

ssed assignments.

� What is the student's most consistent level of achievement on the completed assignments with particular emphasis on the more recent achievements?

� Are there extenuating circumstances to be considered?

If, in the teachers’ professional judgement, students have demonstrated achievement of the missed expectations through subsequent assignments or in another context, teachers

ill determine that sufficient evidence has been provided by swevaluation of student achievement. Teacher will determine the student's level of achievement based on the weight of this evidence.

Absences

Ifthe opportunity to submit the assignment on their return to class. If students are absenwithout cause, teachers may provide an alternative assignment or follow the guidelines for mi



Plagiarism

Plagiarism is defined as presenting someone else’s words or ideas as one’s own. It can take the form of:

� Submitting an assignment that was completed by another and claiming it as one’s own.

nly using

Copying sections from the Internet without referencing the source.

in the case of a

eak to the roduced a

lagiarized assignment, teachers will not evaluate the work and may assign a grade of This issue would result in similar

suspension to a maximum of five days. (Refer Policy 202)

rdareers. They reflect employability skills and life-long

ments:

Excellent • G - Good

tisfactory • N - Needs Improvement.

lth Education and Arts.

� Incorporating large segments of someone else’s work and osentences without reference to the source.

connecting

�

� Direct copying of another person’s re-write of an assignment as parent/guardian, tutor or ghostwriter.

If teachers suspect that an assignment has been plagiarized, they should spstudents to determine the source of the work. If students have knowingly ppzero and/or may assign a substitute assignment. consequences to missed assignments.

Students who plagiarize work may face a

to

Learning Skills

Learning skills are those skills that students require in er to succeed in all school disciplines and in their future o

c

learning skills.

The Learning Skills are: Works Independently, Organization, Teamwork, Initiative, Work Habits / Homework.

The Learning Skills are to be reported using the com

•E -

•S - Sa

Learning Skills are to be evaluated separately from the curriculum expectations. Their evaluation will not be included in the determination of the students’ percentage grade or

mark, except where the curriculum has specific expectations related to learning skills for example, Physical and Hea



Grading and Reporting

on of the grade should reflect the student’s most consistent level of chievement throughout the course, although special consideration should be given to

method of evaluation suitable to the ourse content and administered towards the end of the course.” (Program Planning and

toation. It should be used when examining

be used when earlier conceptual learning

level of achievement.

students demonstrate achievement below the criteria for Level I, a percentage grade of ill be assigned as an indication that the students are not meeting

.

sful acquisition of course

% at midterm to indicate that students have provided

alid evaluation of students’ achievementon-attending students.

still

“Seventy per cent of the grade will be based on evaluations conducted throughout the course. This portiamore recent evidence of achievement.” (Program Planning and Assessment, 2000)

“Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or othercAssessment, 2000)

More recent evidence is often most relevant to skill development and may not apply the acquisition of discrete facts and inform

rowth over time. More recent evidence should gis used in higher order thinking skills. Greater student insights might be expected towards the end of the unit/course rather than at the beginning.

(a) Mid Semester Grading

Teachers will assign a percentage grade to correspond to the range of performance withinthe determined

Ifbetween 35 - 45% wourse expectationsc

� This grade range (35 - 45%) indicates to students andstudents must reorient their efforts toward the succesexpectations.

rare cases, teachers may assign 20

parents/guardians that

Inlittle or no evidence of achievement and that a vis not possible. In most cases, this would apply to n

� This grade indicates to students that there are opportunities to acquire the hieve course expectations. ations have yet to be

credit if significant efforts are made to successfully acctThis applies because the majority of the course expe

addressed.



(b) End of Semester Grading

al

conducted throughout the course.

he overall final grade will be reported using numerical values from 0-100%, as

he seventy-percent portion of the final grade will be determined by teachers, in ence provided by students over the course of the full ine the student’s most consistent overall level of

sks that were missed and for which evidence

(d) s rd

Grade

If a

one or grade u

) Using Professional Judgement for Final Grades Falling Between 46-49%

the grade calculation falls between 46-49%, teachers will use professional judgement assigning the final grade.

The semester end grade reported on the report card is determined through a mathematiccalculation.

Seventy percent of the final grade for the course will be based on summative tasks

Thirty percent of the final grade will be based on the final summative task(s) activity/activities.

Tdetermined by a mathematical calculation.

(c) Assigning a Grade for the Seventy-Percent Portion of the Final Report Card

Grade

Treviewing the cumulative evid

mester. Teachers will determseachievement with appropriate consideration for the students’ more recent performance. Teachers will assign a percentage grade to reflect the students’ performance and will djust the grade to reflect any summative taa

of demonstration of the expectations has not been provided through other means or activities.

A signing a Grade for the Thirty-Percent Portion of the Final Report Ca

The thirty-percent portion of the final report card grade will be based on students’ achievement demonstrated on the final summative task(s). Evaluation of the final summative task(s) will be based on the criteria of the achievement chart. In evaluating the

nal summative task(s), teachers will assign a percentage grade. fi

student misses or does not complete the final summative task(s) which may consist ofmore activities, a zero will be assigned and used in the calculation of the final nless there are extenuating circumstances.

(e

If

in



Formal Reporting Periods

There are two formal reporting periods; at mid-term and the end of the term.

Students Entering Mid Term/Mid Unit

Students entering or leaving a school in mid term are eligible to receive an offcard if they have been in attendance in a school for more than six weeks. Thegrade will be based

icial report student’s

upon demonstrated achievement through the evaluations scheduled

redit at Risk Reporting Comments

ents, evaluation, grading and reporting guidelines:

� Report card comment will indicate, “Insufficient achievement of curriculum expectations; no credit granted.”

ercentage grade has been adjusted to reflect missed evaluations:

within that time period.

C

Teachers will use the following designated report card comments to support these ssessma

When a percentage grade of less than 50% is assigned at mid-semester:

� Report card comment will indicate, “Insufficient achievement of curriculum expectations; credit at risk.”

When a percentage grade of less than 50% is assigned at end of term:

When a p

� Report card comment will indicate, “Current grade reflects missed assignments/evaluations.”

“Our students, in whatever schools they may attend, are the future. They deserve our best effortat co-operating with each other in helping them to grow

s up into the challenging future that is

theirs.”

miseThis Moment of Pro

Ontario Conference of Catholic Bishops



Accommodations and Modifications

ccommodations do not alter the provincial curriculum expectations for the course.

ccommodations are the ‘unique teaching and assessment strategies, human supports,

odifications do alter the provincial curriculum expectations for a course in order to

lls

lum expectations.

Role of an Individual Education Plan (IEP)

tudents identified as exceptional by an Identification Placement and Review Committee ngths, needs and

bility to access curriculum.

education program and/or services required by a particular student.

odified fromor alternative to the expectations given in the curriculum

ument for the appropriate grade and subject or odations and special

education services needed to assist the student in achieving his or her learning expectations.

The IEPs of students who have no modified or alternative expectations will focus only on accommodations and

tu ents whose subject or course expectations are modified musased on their attainment of the modified expecta

(a) Accommodations

A

Aand/or individual equipment required to enable a student to learn and to demonstrate learning’.

(b) Modifications

Mmeet a student’s learning needs.

These changes may involve developing expectations that reflect knowledge and skirequired in the curriculum for a different grade level and/or increasing or decreasing the umber and/or complexity of the regular grade level curricun

Smust have an IEP. Other students may have an IEP based on their strea

An IEP is a written plan describing the special

It identifies learning expectations that are m

policy doccourse, and/or any accomm

services. The IEP is not a daily lesson plan itemizing every detail of the student’s education.

S d t have their evaluation b tions listed on their IEP.



Reporting the Achievement of Students with Special Needs

needs have a legal right to receive accommodations and services; erefore the achievement of these students is reported in relation to the achievement of

y ccommodations or services they receive.” (Ministry Memorandum, November 2004)

int dship, they are also required to maintain the confidentiality of these students.

istinguishing the score results (grades) of a student who received accommodations has aling the existence of a disability and exposing that student to

iscrimination. (Ontario Human Rights Commission, 2002)

“Students with special thcurriculum expectations, not in relation to their achievement within the context of ana

Educators are not only required to accommodate students with disabilities up to the poof undue harDthe potential of reved

Reporting Procedures for Students Receiving Only Accommodations

� Do not check off the IEP box.

� Grades should be based on the student’s achievement of the grade-appropriate ent levels provided in

eporting Procedures for S

curriculum expectations and the descriptions of achievemthe curriculum policy documents.

� Report card comments should report on student’s progress in achieving grade-level curriculum expectations.

R tudents Receiving Program Modifications

� Check off the IEP box

mstrand/subject is based ofrom grade/course expec

� The grade should reflect the level of the odified learning expectations.

If students with an IEP have atta

expectations listed on the IEP m

� Insert the statement fro the Provincial Report Card Guide: “The grade/mark for

n achievement of the expectations in the IEP which vary tations.”

student’s achievement of the m

ined a mark below 50% on modified expectations, theust be reviewed and/or revised as necessary.



Reporting Guidelines for ESL/ELD Program Support (Formerly ESL/ESD)

Where necessary and possible, interpreters should be used when communicating with parents to ensure that all reporting information is understood.

� The ESL, ESD or ELD box on the report card should be checked off in any subject area/s (other than ESL or ELD courses) that the student’s program has been adapted (through modifications and/or accommodations). An IEP is not required for ESL/ELD program adaptations (modifications and/or accommodations).

� If the curriculum expectations have been modified, then the student’s grade reflects the student’s level of achievement in the modified program. This must be learly indicated on the report card. It will be the principal’s responsibility to

he ESL/ELD student have been modified to such degree that the granting of a credit is not appropriate.

re information regarding students, programs and

evaluation/reporting: The Ontario Curriculum, Grades 9-12, ment

language learners in every classroom, A Practical guide forOntario educators, 2005.

cdetermine whether expectations for ta

The following Ministry of Education documents may be consul

for mo

English as a Second Language and English Literacy Develop(1999) and Many Roots, Many Voices—Supporting English

ted



ASSESSMENT & EVALUATION GLOSSARY

Accommodations

quired to enable a student to learn and to demonstrate learning.

ccommodations do not alter the provincial curriculum expectations

Accommodation is used to refer to the “unique teaching and

assessment strategies, human supports, and/or individual equipment

re

A

for the grade.”

Acc

he ability to communicate on an ongoing basis and be responsible to students,

ent.

ountability

T

parents/guardians and the public about the progress of student learning and achievem

Ach

he .

ievement

learning and skills that students are able to demonstrateT

Achievement Chart

section in the curriculum policy documents that identifies four categories of knowledge

nd skills for each subject and area. The chart is used by teachers to make professional

judgements about student learning / work.

A

a

Achievement Levels

The four levels of student achievement, as defined in the Ontario curriculum for each

grade/course. Levels 1 and 2 identify achievement that falls below the provincial

standard but reflects the attainment of the grade or credit.

standard of achievement” and identifies the characteristics of he

provincial expectations in that grade/course. Level 4 identifie

surpasses the standard but is not beyond th

Level 3 is the “provincial

student achievement of t

s achievement that

e expectations of the grade/course.

Adaptation

A process of aligning/adjusting curriculum to meet

differentiated instruction, accommodations, modifications).

student learning (through

Assessment & Evaluation Glossary


Anchor Papers

Samples of student responses for each of the achievement levels that represent the

erformance described by a scoring guide associated with EQAO, grades 3 and 6, 9, 10. p

Anecdotal Record

A recorded observation focused on student learning. It assists teachers in

assessment and evaluation of the learning process and learning skills.

the ongoing

Assessment

thering and recording information about students’ knowledge and skills

nt.

� Diagnostic Assessment

essment for learning to be conducted prior to or during instruction to

teachers can program

t I want to know, what I

learned], quiz, class discussion, DRA [Developmental Reading Assessment],

prehension, Attitudes, Strategies and Interests]).

to enhance and improve learning and

instruction (e.g., observation, checklist, anecdotal records, conference,

t).

d.

The process of ga

as well as providing students with descriptive feedback to guide their improveme

Information should be gathered from a variety of sources over time. Assessments include:

Ass

determine students’ knowledge and skills, so that

appropriately (e.g., KWL chart [what I know, wha

CASI [Com

� Formative Assessment

Ongoing assessment for learning during a unit or course, which provides

timely descriptive feedback in an effort

practice tes

� Summative

A summative occurs at the end of a learning module or specific time perio

Its purpose is to provide information needed to make judgements about

student understandings.

Authentic Learning

elevant and Learning that is derived from the kinds of experiences students have that are r

meaningful to their lives.



Bias

An inaccurate and limited view of the world, a given situation, or individuals or grou

A bias against or towards members of a particular cultural, racial, religious, or linguistic

ps.

roup can be expressed through speech, nonverbal behaviour, and written and other

aterials.

g

m

Categories of Knowledge and Skills

The categories represent four broad areas of knowledge and skills within which the

bject expectations for any given course are organized.

� Thinking: The use of critical and creative thinking and inquiry skills

g.,

su

� Knowledge/Understanding: Subject–specific content acquired in each

grade (knowledge), and the comprehension of its meaning and

significance (understanding).

and/or processes.

� Communication: The conveying of meaning through various forms (e.

art, oral, written).

� Application: The student’s use of knowledge and skills to make

connections within and between various contexts.

Criterion

Describes a

achieveme

-Referenced Evaluation

student’s accomplishment of curriculum expectations in relation to the

nt chart.

Culminating Performance Task/Activity (CPT)

Synthesizing task(s)/activity(ies), conducted at or near the end of a unit or course of

study, intended to evaluate the overall expectations of a unit or course.

Curriculum Expectations

he knowledge and skills that students are expected to develop and demonstrate. The

licy documents identify expectations for each grade/course from

T

Ontario Curriculum Po

Grade 1 to Grade 12.



Design Down Planning: Begin with the End in Mind

e:

Learning

Identify desired results:

Overall Expectations

Determine acceptable evidenc

Assessment and Evaluation Plan

Plan:

Experience and Instruction

This is "Planning with the end inmind".

� The teacher first reviews the overall

expectations;

� Determines the assessment strategies

enable

ents to demonstrate their learning;

� Lastly plans the instructional strategies

will

success.

and evaluation tools that will

stud

and learning experiences that

enable students to achieve

Differentia d

An inclusive approach to the planning and the delivery of curriculum that responds to the

needs of in i ss,

product and lea ., different learning

yles, cognitive abilities, second language, exceptionalities).

te Instruction

div dual students or groups of students, by shaping the content, proce

rning environment to enhance student success (e.g

st

Evaluation/Summative

The process of interpreting and judging the quality of student work on the basis of

stablished criteria and assigning a value/grade/achievement level to represent that

uality.

e

q

Exemplars

Samples of student work that demonstrate a particular level of achievement based on a set

f established criteria. o

Grade

A number or letter given at the end of a reporting period as a statement of student

arning le



Individual Education Plan (IEP)

A written plan based on a thorough assessment of the student’s strengths and needs.

ations needed

learning expectations,

� record of parti r modifications of learning ex

ade/course

are r

com

It m include: ay

� a record of particular accommod to help the student achieve his/her

a pectations that are changed from

level,

cula

the expectations for age appropriate gr

iden that� tification of learning expectations

plexity from the expectations at the age appro

inc eased/decreased in number and/or

priate grade/course level.

Mark

A number or letter given on a single student evaluation.

Metacognition refers to self-knowledget one’s own thought processes. Metacognitive skills include The process of thinking abou

the ability to monitor/assess one’s own learning (e.g., think aloud, self assessments,

reflections).

Modification

odifications are changes made in the age-appropriate grade level expectations for a

to meet a student’s learning needs. These changes may involve

for a

of the

rade level curriculum expectations.

M

subject or course in order

developing expectations that reflect knowledge and skills required in the curriculum

different grade level and/or increasing or decreasing the number and/or complexity

regular g

Peer Assessment

A reflective, non-evaluative practice based on established criteria in which students make

observations about their peers’ performance (e.g., checklist, interview).

Performance Task

ent to

sponse (e.g., journal, letter), product (e.g., poster, brochure), and/or

erformance (e.g., role play) in order to demonstrate knowledge and skills so that a

teacher can assess and/or evaluate the student’s learning.

An authentic, meaningful task performed during a unit of study that requires a stud

create a re

p



Remediation

The provision of additional instructional assistance to students who are having difficulty

blished level of proficiency (e.g., academic, learning skills). attaining an esta

Reporting

process of communicating the results of assessment andThe evaluation to students and

parents/guardians.

Rubric

ng scale that provides a set of criteria for achievement and the descriptions of

ts’ work and to guide students to

esired performance levels.

A scori

levels of achievement, used to assess and evaluate studen

d

Self Assessment

A reflective, non-evaluative practice based

on established criteria in which students

ake observations about their own

erformance. (See metacognition)

m

p


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