Procedure 2.1.34 GROWING SUCCESS – ASSESSMENT, EVALUATION & REPORTING

Approved: September 10, 2011

Revised: June 21, 2022

1.0 Overview

The primary purpose of assessment, evaluation, and reporting is to improve student learning. Other purposes include the collection of meaningful information that will help inform instructional decisions and the promotion of student engagement. Evaluation summarizes and communicates what students know and can do with respect to the overall curriculum expectations.

Equity, fairness, and transparency must be reflected in assessment, evaluation, and reporting practices in District School Board Ontario North East schools. The grade level, the pathway of a student, curriculum expectations, and achievement chart will be considered when determining the nature of diagnostic, formative, and summative assessments.

The following topics are covered in the Ministry’s Growing Success policy:

Fundamental Principles
Learning Skills and Work Habits
Performance Standards – The Achievement Chart
Assessment for Learning and as Learning
Evaluation
Reporting Student Achievement
Students with Special Educations Needs: Modifications, Accommodations, and Alternative Programs
English Language Learners: Modifications and Accommodations
eLearning
Credit Recovery

District School Board Ontario North East teachers will implement the assessment, evaluation, and reporting procedures in this document, in addition to the procedures outlined in the Ministry of Education’s Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools policy document and its addenda. Principals and vice-principals will ensure that the Board and Ministry procedures are implemented in all District School Board Ontario North East schools.

Although there are clearly identified formal reporting periods, communication with parents and students about student achievement is continuous throughout the year. An individual teacher’s assessment, evaluation, and reporting practices will be aligned with the Ministry and Board policies and communicated to students and parents at the beginning of the school or course and other appropriate points throughout the school year or course. In the same way, the procedures regarding late and missed assignments, as well as expectations for academic honesty will also be clearly communicated to students and parents.

2.0 Secondary Final Evaluations:

There will be a common, district-wide calendar for both semestered and non-semestered schools for scheduled final evaluations. Exams shall only be held on scheduled exam days as communicated in the reporting dates handout provided each semester.

Final evaluation schedules should take into account fairness to students with respect to the timing for proper review and study. The following procedures will be implemented:

If a course has a culminating activity and an exam, the culminating activity will be due at least one week before the date of the final exam.
Larger culminating tasks will be chunked with components due throughout the semester (not just during the final two weeks).
Schools will stagger the final due dates for culminating activities by period.
Final exams will not be worth more than 20% of the final mark.
Students will write one and only one final exam per day. In extenuating circumstances, the Superintendent of Education will be consulted.
If a student misses a final evaluation due to extenuating circumstances, a resolution that considers fairness to the student must be approved by the school administration (e.g., completing an assessment at an alternate time or an alternate form of assessment).
Arrangements are to be made for students under suspension to participate in final assessments. Expectations and arrangements must be communicated to the student and parent.

3.0 Late and Missed Assignments

Grades 1 to 6

“In Grades 1 to 6, late and missed assignments for evaluation will be noted on the report card

as part of the evaluation of the student’s development of the learning skills and work habits.

When appropriate, a student’s tendency to be late in submitting, or fail to submit, other assignments (including homework) may also be noted on the report card as part of the evaluation of the student’s development of the learning skills and work habits.” (Growing Success, p. 44)

Grades 7-12

Grade 7 to 12 teachers will collaborate with students to establish timeframes for thesubmission expectations (for reporting purposes) and communicate those timeframes to students and, where appropriate, to parents/guardians.

If a student does not complete an assessment of learning by the due date, the teacher will implement a variety of strategies to support the student in completing the assessment. Strategies include, but are not limited to, the strategies outlined below (list adapted from Growing Success, p. 43):

ask the student to clarify the reason for not completing the assignment;
take into consideration legitimate reasons for missed timelines;
negotiate a new due date;
communicate with families about the missed assignment;
help students develop better time-management skills by using calendars, and reminders;
collaborate with other staff to prepare a part or full-year calendar of major assignment dates for every class;
plan for major assignments to be completed in stages, so that students are less
likely to be faced with an all-or-nothing situation at the last minute;
maintain ongoing communication with students and/or parents about timelines and late assignments, and schedule conferences with parents if the problem persists
in secondary schools, refer the student to the Student Success team or teacher;
set up a student contract;
use counselling or peer tutoring to try to deal positively with challenges;
hold teacher-student conferences;
review the need for extra support for English language learners;
review whether students require special education services;
require the student to work with the student success teacher, or special education resource teacher, to complete the assignment;
for First Nation, Métis, and Inuit students, involve the Indigenous Student Advisor and/or members of the extended family;
understand and take into account the cultures, histories, and contexts of First Nation, Métis, and Inuit students and parents, and their previous experiences with the school system;
provide alternative assignments or tests/exams where, in the teacher’s professional judgment, it is reasonable and appropriate to do so;
deduct marks for late assignments.

Before a student can be penalized for submitting a late assignment:

the student must be given the opportunity to explain the circumstances resulting in the late submission; and
students and families must have been informed of the consequences in advance.

Wherein the teacher’s professional judgment it is appropriate to do so, the decision to change a deadline and/or deduct marks will be based on:

the grade level of the student;
the maturity of the student;
the number and frequency of incidents; and
the individual circumstances of the student.

Growing Success states that board and school procedures will “ensure that mark deduction does not result in a percentage mark that, in the professional judgment of the teacher, misrepresents the student’s actual achievement” (p.44). As a result, if a late penalty is applied, it will not reduce the student’s mark on the assessment by more than one full level or ten percent.

Assigning a Mark of Zero for Incomplete Assignments/Evaluation Tasks

If a student still does not submit an assignment after a teacher has tried the strategies in “Late and Missed Assignments,” the teacher will inform the parents/guardians and the school administration of the student’s failure to submit the late assignment. At this time, a teacher may enter a mark of zero for the incomplete task.

Assigning a zero is an indicator that the student has not provided any evidence of their learning. A zero provides an opportunity for the teacher to discuss with the student and family the student’s obligation to provide evidence of learning and for the student to be responsible for their learning.

Impact of Mark Penalty or Mark of Zero on Final Grades

To determine a report card mark, teachers will use their professional judgment in gathering information from observations, conversations, and products, not simple mathematical calculations (e.g., averaging all marks). For summative assessment tasks, teachers may use their professional judgement to assign a zero. However, teachers will “ensure that [the] mark deduction will not result in a percentage mark that, in the professional judgement of the teacher, misrepresents the student’s actual achievement.” (Growing Success, p.44)

Students are encouraged to hand in all completed work even after a zero is assigned to receive descriptive feedback. At the secondary level, work completed after a zero has been assigned may be considered for credit rescue or credit recovery.

4.0 Lower Limit of Secondary Report Card Marks

Teachers will regularly communicate with students and families about student progress using a variety of means, especially if a student is at risk.

Determining a report card grade will involve teachers’ professional judgment and interpretation of evidence. A student’s report card mark will reflect the student’s most consistent level of achievement with special consideration given to more recent evidence (Growing Success, p. 39). Simple mathematical averaging of marks conflicts with this statement.

When reporting marks for students in Grades 9 and 10, teachers may use the code “I”, “to

indicate that insufficient evidence is available to determine a letter grade or a percentage

mark. For the report card, teachers will use their professional judgment to determine when

the use of ‘I’ is appropriate and in the best interest of the student” (Growing Success, p.

42). If the code “I” is used on a report card, the comment should include a comment about insufficient evidence of learning.

Teachers must consult with the Principal before assigning a report card grade below 35 percent.

5.0 Academic Honesty

As evident in DSB Ontario North East’s Policy and Procedure 2.1.6, Code of Conduct, we expect all those in our learning community to act honestly. Teachers will communicate to students that the evaluations they complete must be their own work and that cheating and plagiarism will not be condoned. Teachers will address the prevention of cheating and plagiarizing by communicating to students and families the process of documentation to be used in the class, grade, and school. Teachers may use whatever means of detecting cheating and plagiarism that best supports student achievement and success.

DSB Ontario North East principals, vice-principals, teachers, and students will adhere to the roles and responsibilities outlined in Appendix A.

Definitions

Plagiarism – plagiarism is a form of cheating. It can be defined as the use or close imitation of the language and thoughts of another without attribution, to represent them as one’s own original work. (Growing Success, p. 151)

Plagiarism may take many forms, including the following:

copying word for word from any outside source without proper acknowledgement (applies to use of an entire paper, entire sections and paragraphs, and/or a few words and phrases);
paraphrasing ideas from any outside source without proper acknowledgement;
submitting, in whole or in part, work completed by another student;
submitting, in whole or in part, an assignment completed for another course without prior approval of the teacher;
allowing one’s essay, assignment, and/or test answers to be copied by another student;
using notes or materials during an evaluation without authorization.

Cheating – cheating is defined as deceiving or tricking someone to gain an unfair advantage. (Oxford English Dictionary). Examples of cheating can include:

copying someone else's answers on a test or assignment;
looking up answers online or in a textbook during a test;
sneaking notes into the test so you can look at answers;
finding a copy of the test beforehand;
talking and sharing answers during a test or exam;
using a cell phone or electronic device to share answers during a test or exam.

When responding to students who have plagiarized or cheated, teachers and school teams will use a clear procedure that considers four mitigating factors when determining the appropriate outcomes and support for the student:

the grade level of the student;
the maturity of the student;
the number and frequency of incidents;
the individual circumstances of the student.

When a student plagiarizes or cheats, the student does not provide evidence of achievement. Based on the consideration of mitigating factors, teachers will choose from a variety of possible responses. Some resolutions include assigning a zero and/or the opportunity to complete a similar evaluation.

Consultations on possible consequences should include the teacher, department head (where applicable), and principal or vice-principal. Communication with the student and family should follow immediately. Possible consequences include:

The teacher calls the parent or guardian
The student reworks and resubmits
Alternate assignment
In-school discipline

6.0 Elementary Instructional Minutes

Appendices

References