Procedure 2.1.34 - Growing Success
Procedure 2.1.34
Section 2.1: School Related Operations
Approved: September 10, 2011
Revised: June 21, 2022
GROWING SUCCESS – ASSESSMENT, EVALUATION & REPORTING
Procedures
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 (DSB1) 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 Education Needs: Modifications, Accommodations, and Alternative Programs
English Language Learners: Modifications and Accommodations
eLearning
Credit Recovery
DSB1 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 DSB1 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
3.0 Secondary Final Evaluations:
Exams shall only be held on scheduled exam days as communicated in the Secondary School Year Calendar provided annually, following procedures below as per Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools.
Written exams are to take place during the designated exam period in the school year calendar, except for the EQAO Grade 9 Assessment of Mathematics, which will continue to take place during the EQAO assessment window.
Exams for online courses offered through school boards will be written in-person at each student’s home school or another location if required, unless otherwise approved by the eLearning Lead and online proctoring with security and integrity provided.
Most secondary courses will require written exams as a percentage of the final course mark.
Students’ final grades will also reflect their attendance and participation in class, in recognition of the significant impact these have on achievement. Excused/explained absences will not negatively affect a student’s mark.
In Grades 9 and 10, a student’s final mark will be based on:
65% classroom work
20% final evaluations
15% attendance and participation
In Grades 11 and 12, a student’s final mark will be based on:
65% classroom work
25% final evaluations
10% attendance and participation
The following courses are exempt from mandatory written exams. In these courses, student learning will be assessed through in-class culminating tasks (e.g., projects, presentations, and portfolios).
Exempt by Course Type
Grades 9 and 10 Locally Developed Compulsory Credits (LDCC)
Grades 11 and 12 Workplace Level Courses (E courses)
Grades 11 and 12 Open Level Courses (O courses)
Exempt by Subject Area
Guidance and Career Education
Co-operative Education
Interdisciplinary Studies
American Sign Language as a Second Language
These courses require a final evaluation (worth 20% for Grades 9-10 and worth 25% for Grades 11-12) that do not require mandatory written exams but may include in-class written evaluations or other final evaluations such as projects, presentations, and portfolios.
Further details on the mandatory exam policy, including a full subject-by-subject breakdown can be found at Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools.
Final evaluation schedules should consider 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.
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.
3.1 2.1 Attendance and Participation
3.2
3.3 To recognize the impact that student presence in class has on achievement, final student grades will reflect attendance and participation. Excused/explained absences do not negatively affect a student’s mark.
3.4
3.5 Excused/Explained Absences
3.6
3.7 An excused/explained absence is one that is authorized by the parent/guardian or school. Excused/explained absences shall not negatively impact the attendance component of a student’s final grade.
3.8
3.9 Examples:
3.10 Illness or medical appointments reported according to Board procedures.
3.11 Extracurricular activities approved by parent/guardian (sports, music, etc.).
3.12 Bereavement.
3.13 Religious or creed-based observances.
3.14 Indigenous cultural or ceremonial events.
3.15 Court appearances or legal obligations.
3.16 Board-approved school activities (e.g., field trips, athletics, music, student leadership, SHSM, co-op).
3.17 Sever weather or transportation disruptions recognized by the Board.
3.18 Family emergencies.
3.19 Suspension.
3.20 Approved accommodations related to disability or medical needs under the Ontario Human Rights Code
3.21 Temporary Excusal Form
Unexcused/Unexplained Absences
An unexcused/unexplained absence is any absence from a scheduled learning period that has not been authorized by the parent/guardian or school. Only unexcused/unexplained absences may be considered when determining the attendance component of the final grade, consistent with Ministry requirements.
Examples:
3.22 Truancy.
3.23 Leaving school or class without permission.
3.24 Arriving at school but choosing not to attend class without permission.
3.25 Failure to provide required documentation when requested by the school.
2.2 Assessment Criteria for Attendance and Participation
Professional judgement will be used to determine the overall level of achievement for attendance and participation.
Using the guide below, teachers will consider the totality of evidence when determining the most appropriate level of achievement. Evidence of attendance and participation will be gathered over time through observations, conversation, and student products, to inform professional judgement.
Professional judgement should consider:
the quality, consistency, and nature of the student’s participation;
the frequency and context of attendance and participation;
evidence collected over time and across different learning contexts;
relevant circumstances that may affect a student’s attendance or participation; and
the overall body of evidence rather than relying on a single incident, observation, or data point.
Professional judgement should be exercised in a manner that is fair, equitable, and supportive of student success.
Student participation and engagement in learning can be demonstrated in a variety of ways and across different learning contexts. Evidence of participation may include, but is not limited to:
completing and submitting work;
seeking clarification or support when needed;
self-advocacy;
applying feedback to improve learning;
contributing in small group, written, digital, or asynchronous formats;
demonstrating persistence and effort over time;
maintaining connection to learning while absent from the physical classroom du to an approved absence;
engaging cognitively and emotionally with learning, even when not visibly vocal or active in class discussions;
recording, organizing, or representing their learning through notes, written reflections, diagrams, sketches, graphic organizers, or other forms of documentation.
Level 4 (80% to 100%)
The student misses 0.0% to 2.5% of classes for unexcused absences (approximately 2 or fewer classes per semester).
The student consistently:
participates in class discussions and contributes ideas;
asks relevant questions;
respects the contributions of others and demonstrates positive leadership;
contributes to fostering a positive classroom culture.
Level 3 (70% to 79%)
The student misses 2.5% to 5% of classes for unexcused absences (approximately 2.5 to 4.5 classes per semester).
The student generally:
participates in class discussions and contributes some ideas;
asks relevant questions;
respects the contributions of others;
contributes to fostering a positive classroom culture.
Level 2 (60% - 69%)
The student misses 5% to 7.5% of classes for unexcused absences (approximately 5 to 7 classes per semester).
The student occasionally:
participates in class discussions and contributes some ideas;
asks relevant questions;
respects the contributions of others;
contributes to fostering a positive classroom culture.
Level 1 (50% to 59%)
The student misses 7.5% TO 10% of classes for unexcused absences (approximately 7.5 to 9 classes per semester.
The student infrequently:
participates in class discussions and contributes some ideas;
asks relevant questions;
respects the contributions of others;
contributes to fostering a positive classroom culture.
Below Level 1 (less than 50%)
The student misses more than 10% of classes for unexcused absences (more than 9 classes per semester).
The student does not:
participates in class discussions and contributes some ideas;
asks relevant questions;
respects the contributions of others;
contributes to fostering a positive classroom culture.
4.0 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 the submission 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.
5.0 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.
6.0
7.0 Academic History
As evident in DSB1’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.
DSB1 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
8.0 Elementary Instructional Minutes
Principals and Vice-Principals will timetable elementary schools to comply with the instructional minutes outlined in Appendix B. Elementary teachers will submit timetables that reflect the instructional minutes outlined in Appendix B.
Appendices
Appendix A: Continuum of Roles and Responsibilities to Support Academic Honesty
Appendix B: Required Instructional Minutes for Kindergarten to Grade 8
References