Student Achievement And the Assessment and Evaluation Policy
The Assessment and Evaluation Policy at CanSTEM Education Private School aligns with the Ministry of Education’s guidelines and reflects our commitment to improving student learning. The primary purpose of assessment is to enhance student achievement by gathering meaningful information about how well students meet curriculum expectations in their courses.
Assessment is categorized into:
- Assessment for Learning: Teachers provide students with descriptive feedback and coaching to foster improvement.
- Assessment as Learning: Teachers help students develop independence as learners, enabling them to set goals, monitor progress, determine next steps, and reflect on their learning.
Ongoing pre-assessments and formative assessments are used to deliver actionable feedback and improve student performance. Summative assessments are conducted to assign final grades based on overall achievement.
Reporting Student Achievements
Student achievement is formally communicated through report cards, which record their progress in meeting curriculum expectations. The percentage grade on the report card reflects the student’s overall performance and aligns with the achievement chart for the course.
The final grade for each course is determined as follows:
- 70%: Based on evaluations conducted throughout the course, reflecting the student’s most consistent achievement.
- 30%: Based on a final evaluation such as an exam, performance, essay, or another suitable assessment.
Grades below 50% indicate insufficient achievement of expectations, and credit will not be granted for such courses.
At the beginning of each course, students receive a detailed course outline, including the breakdown of the 70% term work and 30% final evaluation.
Course Evaluation Breakdown
All courses are assessed as follows:
- Term Work (70%): Evaluations based on Knowledge and Understanding, Thinking and Investigation, Communication, and Application.
- Final Summatives (30%): This includes subject-specific summative tasks. Final evaluations may or may not include an exam, depending on the course policy.
Second Chance Protocol
Based on the premise that the primary purpose of assessment and evaluation is to improve student learning, students will be given additional opportunities to demonstrate their learning if they are not successful on their first attempt. It will be at the teacher’s discretion and professional opinion on when to exercise this option.
Repetition of a Course
- A maximum of one credit is earned if a course is repeated.
- For Grade 11 and 12 courses, an “R” appears on the Ontario Student Transcript (OST) for the lower grade.
Course/Mode Change Terms & Policy
Switching from In-Class to ONLINE or ONLINE to In-class requires additional fees, and only one switch is allowed. Fees must be paid before switch is done. To check out more visit Course/Mode Change Terms & Policy page.
Reporting Process
Formal report cards will be issued twice during a course:
- First Report: Reflects achievement during the initial reporting period and assesses learning skills and work habits.
- Final Report: Summarizes achievement over the entire course and evaluates development in learning skills and work habits.
Learning Skills and Work Habits
Teachers will assess students using the following learning skills:
Responsibility
- Fulfills responsibilities and commitments.
- Submits work on time.
- Manages behavior effectively.
Organization
- Plans and prioritizes tasks.
- Manages time to meet goals.
- Gathers and uses resources effectively.
Independent Work
- Monitors progress and revises plans.
- Uses class time efficiently.
- Follows instructions with minimal supervision.
Collaboration
- Shares work equitably within groups.
- Responds positively to diverse opinions and values.
- Builds healthy relationships and resolves conflicts.
- Promotes critical thinking within group settings.
Initiative
- Explores new ideas and opportunities for learning.
- Demonstrates curiosity and innovation.
- Advocates for personal and others’ rights.
Self-Regulation
- Sets and monitors individual goals.
- Reflects critically on strengths and areas for improvement.
- Perseveres through challenges.
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