C.C.S.S. ASSESSMENT AND EVALUATION POLICY
We believe and know~:
All students can learn and achieve.
Students learn differently and require a variety of learning experiences.
Students require multiple opportunities to master their learning
Students need regular and up-to-date feedback in order to improve
A. RATIONALE:
The intent of this policy is to promote communication among students, parents/guardians, and teachers by ensuring clear and consistent student assessment and evaluation practices at Clarington Central Secondary School. Assessment and evaluation practices will be consistent with Ministry Policy as outlined in Program Planning and Assessment, 2000 and with Kawartha Pine Ridge Policy ES-4.1. Assessment and evaluation will be used to support student learning and to provide information to students, teachers, parents, and others about that learning. This is achieved by ensuring that assessment and evaluation practices are clear and consistent, and by providing ongoing feedback to students and parents/guardians.
B. ASSESSMENT STRATEGIES:
A variety of strategies will be used to allow students the opportunity to demonstrate the full extent of their achievement of the curriculum expectations, across the four categories (Knowledge/Understanding, Thinking/Inquiry, Communication, Application/Making Connections) as outlined in the achievement charts in Program Planning and Assessment, 2000. Marks will be determined by the collection of data gathered from a variety of assessment methods which may include: essays, rubrics, oral examinations, tests/quizzes, worksheets, performance assessments and presentations, projects, portfolios, journals, demonstrations, role playing, debates, profiles, case studies, conferencing, discussions, research skills, labs, etc.
Teachers will make professional judgements on the assessment data collected and individual circumstances affecting students, including information provided by the Special Education Department. Accommodations and modifications to the assessment/evaluation of students’ work are outlined in the student’s Individual Education Plan (I.E.P.). The Individual Education Plan will be implemented to address individual student learning needs.
C. GRADE DETERMINATION:
Each curriculum department will provide a common course outline for each course which clearly states the breakdown of the term mark and final evaluations. The final grade in each course will be reported on the report card as a percentage grade and determined as follows:
70% of the grade will be based on evaluations conducted throughout the course (daily work, tests, assignments, etc.). This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
30% of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.
Department Guidelines:
Assessment and evaluation practices may vary according to the subject area. Subject departments may develop additional guidelines to achieve consistency within courses or within their departments. These additional guidelines may include statements on the following:
weighting categories
weighting by type of activity
weighting and nature of final examination or assessment
use of common rubrics or scoring guides
standard format for particular types of assignments (ie. lab reports, oral
presentations, etc.
common assessments
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