Excerpts from Assesment, Evaluation and Reporting Manual Secondary OCDSB

Guiding Principles and Assumptions Regarding

Student Late/Missed Evaluations

 

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

    • Task completion is an important life skill and learning strategy. The majority of students are willing and able to submit assignments in a timely fashion. Throughout their high school years, students are still learning appropriate time management strategies. They often organize by impulse rather than by the reality of school obligations. Teachers need to work with students and parents to create a culture of responsibility, where students assume increased responsibility and management of their school work.

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    *An ‘I’ is recorded to indicate the evaluation(s) is incomplete (omit for Technological Design and Computer Engineering courses). The teacher will review the student’s evaluations at the end of the course and consider whether the student demonstrated achievement of the expectations on the missed evaluation(s) through other evaluations deemed appropriate by the teacher.

     

    If, in the teacher’s professional judgement, the student has demonstrated achievement of the missed expectations through other evaluations, the teacher may determine that sufficient evidence has been provided to make a valid evaluation of student achievement. The teacher will determine the student’s level of achievement based on this evidence.

     

    If, in the teacher’s professional judgement, the student has not demonstrated achievement of the missed expectations through other evaluations, the teacher will consider the student’s most consistent overall level of achievement and will use professional judgement to adjust the level and corresponding percentage to reflect the lack of demonstrable evidence of achievement.

    Academic Fraud

    If a student participates in academic fraud (e.g., cheating on tests, plagiarism in assignments), he/she is deemed not to have met the expectations associated with that particular evaluation; a mark of zero will be assigned.

    Most Consistent, More Recent

    30% of a student’s final mark will be based on summative evaluation near the end of the course (exam, performance task, summative test). The 70% portion of the mark will be based on evaluation of a student’s achievement throughout the course. This 70% should represent the student’s most consistent level of achievement of the expectations that are repeated throughout the course; however, special consideration should be given to the more recent evidence of achievement when this evidence more accurately reflects the student’s progress.