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Ottawa-Carleton Catholic School Board
Grade 9, Grade 10,Grade 9, Grade 10, Grade 11 and Grade 12Grade 11 and Grade 12
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 2
Acknowledgements Staff Development, Evaluation and Research Department Marcello Bottiglia Superintendent, Staff Development, Evaluation and Research Bill Gartland Principal, Staff Development, Evaluation and Research Dr. Carol Thibault Research Officer, Evaluation & Research Secondary Program Team – Educational Programs Lucille Miller Superintendent, Educational Programs Helena Daly Coordinator, Educational Programs Margie Chaput Special Program Assignment Teacher Sandy Dobec Consultant, Educational Programs Daniel Dionne Consultant, Educational Programs Rosann Mullins Consultant, Educational Programs Bev Langevin Consultant, Educational Programs Tom Steinke Consultant, Educational Programs Michael Scott Consultant, Educational Programs Information Technology Department Jim Dale Coordinator, Information Technology Bill Fox Consultant, Information Technology Student Services Department Anne Marie McGillis Principal John Legree Educational Consultant Michelle Moore Educational Consultant Thanks to the following individuals who were involved with the creation of the Assessment, Evaluation & Report Manual, September, 1999 and September, 2000.
Sandie Bender - Mary Durst - Dr. Marilyn Kasian - Ken Kurs - Paul Siebert David Lauzon - Teresa Maloney - Ellen Curran - Sheila Hodges - Anne Brouillard
Technical Reproduction – Jeanne Parker Staff Development, Evaluation and Research Department June 2002
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 3
Preface
This manual is intended as a resource for teachers and administrators as they continue to
implement the Ontario Curriculum.
Sections within the manual provide information on the following topics and issues:
§§ Policies
§§ Assessment Tools
§§ Accommodations and Exemptions
§§ Communication
§§ Provincial Report Card
This document will continue to evolve with the implementation of Secondary Reform.
Thanks to those individuals who have been involved in its production and the consultation
process used to assemble it. It has evolved both staff and Staff Development, Evaluation
and Research along with the Secondary Program Department working closely together to
ensure a quality document. It will provide clear direction for our school system.
Marcello Bottiglia Superintendent
Staff Development, Evaluation and Research
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 4
Table of Contents
Section A: Policies 1. a) Ministry of Education and Training .............................................................................. 6 b) Ottawa-Carleton Catholic School Board ........................................................................ 7 2. What are the key features of the policies? a) Assessment and Evaluation Strategies ............................................................................... 8 b) The Achievement Chart .................................................................................................. 8 c) Reporting Student Achievement ....................................................................................... 10 Section B: Assessment Planning and Evaluation 1. How Do I Plan? a) General Guidelines ......................................................................................................... 13 b) Design Down Model ....................................................................................................... 14 c) Keeping Track ................................................................................................................ 17 2. How Do I Arrive At A Mark? a) Steps To Arriving At A Final Mark .................................................................................. 17 b) Subject Specific Delineation ............................................................................................ 20 c) English As A Second Language and English Literacy Development ................................... 34 3. Assessing and Evaluating Learning Skills ....................................................................... 36 Section C: Report Card How do I prepare the report card? a) Overview ........................................................................................................................ 39 b) Ways To Work On Your Report Card ............................................................................... 39 c) Passwords ....................................................................................................................... 39 d) Working In School .......................................................................................................... 40 e) Entering A Comment ....................................................................................................... 41 Section D: Exceptional Students - Program Planning and Assessment a) Individual Education Plan ................................................................................................ 43 b) Ontario Secondary Schools Policy (Section 7.12) .............................................................. 44 c) What Are Accommodations ............................................................................................. 44 d) Modified Curriculum Expectations ................................................................................... 45 e) Alternative Expectations .................................................................................................. 45 f) The Provincial Report Card and the IEP ............................................................................ 46 Section E - Communication What do I communicate/report to students/parents? a) Report Card .................................................................................................................... 49 b) The Provincial Report Card Grade 9, Grade 10 - A Parent's Guide ...................................... 51 Appendix A - Grade 9-11 Report Card ................................................................................. 54 Appendix B - Samples of Assessment Planners .................................................................... 58 Appendix C - Samples of Tracking Forms ............................................................................ 62 Appendix D - Sample Rubric Template ................................................................................ 68 Appendix E - Glossary of Terms ......................................................................................... 68 Appendix F - Tips for Designing Quality Tests/Exams .......................................................... 74 Appendix G - Developing Performance Tasks ...................................................................... 81
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 5
Sect
ion
A
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 6
Section A: Policies 1. a) What does the Ministry of Education and Training say in its policy about assessment, evaluation and reporting?
Program Planning and Assessment Introduction The Ontario Curriculum, Grades 9 to 12: Program Planning and Assess-ment, 2000 provides essential information on aspects of policy relating to program planning and the assessment, evaluation, and reporting of student achievement that pertain to all disciplines in the Ontario curriculum. It is designed as a companion piece to the Grade 9 to 11 curriculum policy docu-ments for the individual disciplines. 1
According to the Ministry of Education and Training, the primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descrip-tive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. In Ontario secon-dary schools, the value assigned will be in the form of a percentage grade.
1 Program Planning and Assessment – The Ontario Curriculum, Grades 9 to 12 – Ministry of Education and Training 2000 Queens Press, Toronto. P 3
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 7
The quality of performance data is more important than the
quantity of data.
“Central to all classroom assessment practices is the concept of F a i r n e s s.”
What characteristics does any assessment task require in order to be fair? • It must be reliable. The instrument or process used must produce the
same results:
♦ regardless of the time of day it is given; ♦ the location of the assessment task; ♦ the person administering the task, or; ♦ the person scoring the results.
• It must be valid. In order for an assessment task to be valid it must:
♦ reflect the expectations being assessed; ♦ use tools that are aligned with the area being assessed; ♦ allow for optimum performance of all students; ♦ be of sufficient length for demonstration of skills; ♦ use quality tools– quality assessment generates assessment data for
more than one category; ♦ reflect individual effort. Please Note: The quality of performance data is more important than the quantity of data. Three to five summative pieces that capture achieve-ment across the categories, is sufficient.
How can I be confident in my evaluation? If the assessment task is fair (i.e., reliable and valid), and all the information collected during the assessments is considered, the evaluation will also be supported. How does the principle of fairness in assessment apply to students with special needs? Allowing for optimum performance of students may mean using different types of tools for different students, keeping in mind the issue of aligning the tools with the expectations and ensuring that there is alignment between the expectations and the assessment task. If the expectations are changed, the evaluation must be based on the altered expectations, and reported as such.
1. b) What does the Ottawa-Carleton Catholic School Board say about assessment?
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 8
2. What are the key features of the policies? a) Assessment and Evaluation Strategies – 2 In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use as-sessment and evaluation strategies that:
• address both what students learn and how well they learn; • are based both on the categories of knowledge and skills and on the
achievement level descriptions given in the achievement chart that ap-pears in the curriculum policy document for each discipline;
• are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
• are appropriate for the learning activities used, the purposes of instruc-tion, and the needs and experiences of the students;
• are fair to all students; • accommodate the needs of exceptional students, consistent with the
strategies outlined in their Individual Education Plan; • accommodate the needs of students who are learning the language of
instruction; • ensure that each student is given clear directions for improvement; • promote students’ ability to assess their own learning and to set spe-
cific goals; • include the use of samples of students’ work that provide evidence of
their achievement; • are communicated clearly to students and parents at the beginning of
the course and at other appropriate points throughout the course. b) The Achievement Chart 3 The achievement chart for each discipline is included in the curriculum policy document for that discipline. The chart provides a reference point for all assessment practice and framework within which to assess and evaluate student achievement. The chart for each discipline is organized into four broad categories of knowledge and skills:
• Knowledge/Understanding, • Communication, • Thinking/Inquiry, and • Application/Making Connections
2 Ibid: p.13 3 Ibid: p.14
Assessment strategies are
fair to all students.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 9
The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement: Percentage Achievement Grade Range Level Summary Description _____________________________________________________________ 80–100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard. 60–69% Level 2 A moderate level of achievement. Achievement is
below, but approaching, the provincial standard. 50–59% Level 1 A passable level of achievement. Achievement is below the provincial standard. A student can achieve a below Level 1( 0-49) in any category of learning. However the report card mark can not be below 30%. __________________________________________________________________ Level 3 (70–79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. It should be noted that an evaluation of achievement in the 80–100% range (level 4) does not suggest that the student is achieving expectations beyond those specified for the course, but rather that he or she demonstrates a very high to outstanding level of achievement of the specified expectations, and a greater command of the requisite knowledge and skills than a student achieving in the 70–79% range (level 3). A student whose achievement is below 50% at the end of the course will not obtain a credit for the course. Punctuality of submission of students’ assignments: When a student does not submit an assignment within the teacher’s timeline, “NE” (no evidence) will be recorded in the teacher’s mark book. “NE” best conveys the reality that the teacher has received “no evidence” of demon-stration of the expectations being assessed by the assessment instrument in question.
The achievement chart describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve as a guide for gathering assessment information; the descriptions enable teachers to make cons istent judgements about the quality of student work and to provide clear and specific feedback to students and parents.
70–79% Level 3 A high level of achievement. Achievement is at the provincial standard.
The descriptions
from the achievement chart enable
teachers to make
consistent judgements about the quality of
student work.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 10
Under the Learning Skills category of “Works Independently” - which assesses “completes tasks on time and with care” the student’s pattern of ”NE” should be reported. The presence of “NE” in the teacher’s mark book will impact also when at the point of final evaluation. At this point the teacher considers the most re-cent and the most consistent performance within each category. The “NE” is valuable information to support and assist the teache r’s determination of the student’s final grade. c) Reporting Student Achievement 4 At each reporting period when you determine a student’s overall performance score, having 3 to 5 significant pieces of assessment information focused on “critical learning” is ideal. Consensus regarding “critical or essential learnings” for each curriculum area must be determined by Subject Councils. Check with your Curriculum Department Head to verify these critical learnings. Student achievement must be communicated formally to students and parents by means of the Provincial Report Card, Grades 9–12. The report card provides a record of the student’s achievement of the curriculum expectations in every course, at particular points in the school year or semester, in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and the areas in which improvement is needed, along with ways in which it might be achieved. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in each course. The final percentage grade for Grade 9, 10 and 11 courses will be derived as follows:
• 70% of the grade will be based on evaluations undertaken throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement, with special consideration given to the more recent evidence of achievement.
4 Ibid: p.15 * Reference: Guide to Provincial Report Card, Grade 9-12, 1999 p. 8-9
Students must be provided
with numerous and
varied opportunities
to demonstrate the full extent
of their achievement of the curriculum expectations,
across all four categories.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 11
• 30% of the grade will be based on a final evaluation in the form of one
or a combination of the following: an examination, a performance, an essay, or another method of evaluation suitable to the course content and administered towards the end of the course. There will be no ex-emptions from the final evaluation.
• Minimum reported grade is 30% (mid-term and final) .
In all courses, students must be provided with numerous and varied opportu-nities to demonstrate the full extent of their achievement of the curriculum ex-pectations, across all four categories of knowledge and skills. Information about determining final percentage grades for Grade 11 and 12 courses is available in the document titled, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment Manual, 2000. Evaluation should reflect the student’s most consistent level of achievement, throughout the course, although special consideration should be given to more recent evidence of achievement.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 12
Sect
ion
B
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 13
Section B: Assessment Planning and Evaluation
1. How do I plan? a) General Guidelines
• In addition to the course outline, the teachers must communicate how students will be assessed and evaluated at the outset of the course.
• Assessment opportunities should be offered in class wherever pos-
sible. • Assignments are to be completed within a timeframe designed by
the teacher and appropriate to the nature of the task. • Assignments not submitted: An assignment not handed in trans-
lates to no demonstration of the expectations on which the assign-ment is based. However, the Program Planning and Assess-ment Guide states that students “must be provided with numerous and varied opportunities to demonstrate the full extent of the ir achievement”. Therefore, the teacher as a professional must de-cide whether he/she has sufficient evidence without a particular assignment being submitted to determine student demonstration of the expectations in question.
• Numerous and varied opportunities must be provided for the stu-
dents to demonstrate achievement of the expectations. • Teachers are expected to use a variety of assessment techniques. • Learning skills/work and study habits not directly linked to the
subject expectations are assessed separately, and are not included in the criteria for the subject mark.
• Comments on Learning Skills may be included on the Report
Card. • Assessment is ongoing.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 14
1. How do I plan? b) Suggested Process: Design Down Model
• “Assessment is the systematic and ongoing process of collecting, describing and analyzing information about student progress and achievement in relation to curriculum expectations. The purpose of as-sessment is to improve student learning and program planning. Students benefit when they clearly understand the learning expectations and rea-son for assessment. The assessment, evaluation and communication of student progress and achievement are integral components of the teach-ing and learning process. They provide the basis for a communication process that is clear and meaningful for students and parents. The aim of assessment is primarily to educate and improve performance, not merely audit it.” (Wiggins, 1998)
Assessment Assessment as mentioned above is the process of collecting, describing and analyzing information to inform instruction. Within the design down model described below, assessment plays a very significant role. It constantly drives the development and modification of the teaching/learning strategies. Teachers use diagnostic assessment –the determination of student attitudes, prior knowl-edge and/or skill level prior to instruction to determine the starting point for the teaching/learning strategies. Teachers also use formative assessment -the gathering of information to provide feedback and guidance to reinforce, con-solidate, or enrich student learning (in other words, inform instruction). Evaluation Evaluation refers to the process of judging the quality of student performance for the purpose of determining a grade/mark and reporting. In Ontario secon-dary schools the value assigned will be in the form of a percentage grade. Formative evaluation refers to the gathering of information over time in order to provide an evaluation. Summative evaluation occurs towards the end of a period of instruction. The purpose is to measure a culminating performance or knowledge and to provide data for grading and reporting. Through reporting grades and providing comments that indicate next steps, student instruction is once again informed by assessment and evaluation. Design Down This resource document was written using a design down model for curriculum planning. “Design down” involves design lessons with a performance task in mind. Curriculum expectations are used to develop a performance task and a set of criteria are developed to assess how well the task is performed. Teaching/learning strategies are then developed to provide students with the opportunity to achieve success. The steps of this design down model are
The overall assessment
process must have a balance of assessment methods and
include assessment of expectations
from the 4 categories
of the levels of achievement.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 15
1. b) How do I plan? (cont'd) Designing Down …(cont’d) outlined below and are accompanied by a graphic to provide a clear picture of the model that forms the base upon which the new curriculum is designed It is important to see the significant role that assessment and evaluation play in driving program planning. Design Down Model • Understand the Ontario Curriculum
Teachers need to become familiar with both the overall and specific ex-pectations found in each strand of the curriculum document. They need to develop a clear picture of the key/essential learnings required, along with the specific expectations that describe key learnings in more detail. Familiarity with the curriculum will allow the teacher to easily cluster ex-pectations. By clustering expectations, students will be provided with an experience that is rich and teachers will be able to cover the curriculum in a more expedient fashion.
• Connect Expectations to the Achievement Level Chart
Teachers need to examine the expectations chosen for the unit in order to connect them to the categories in the achievement level chart found on pages 20 and 21 of the curriculum document. This will help to provide the proper context for the performance task. The verbs found in the expecta-tions provide the clues to the connection to the appropriate knowledge/skills category.
• Provide a Rich and Authentic Assessment Task
Teachers need to now determine what the student will do to demonstrate their learning (the successful achievement of the expectations). They need to know what that demonstration will look like, sound like, etc. This will help to develop a clear picture of a performance task that is authentic and assessable - an assessment strategy. This becomes the end that students work towards through the unit. There are a variety of assessment strate-gies that can be used. See the chart on page? for suggestions.
• Develop Criteria for the Performance Task
Teachers need to develop a set of criteria on which to measure student per-formance. These criteria must act as indicators for successful achievement of the performance task. It is important that these criteria be simple, clear and few in number (refer to Section E-g).
The overall assessment
program must have a balance of assessment methods and
include assessment of expectations
from the 4 categories
of the levels of achievement.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 16
1 b) How do I plan? (cont'd) Designing Down (cont’d) • Develop a Tool to Collect the Evidence of Learning
Next teachers need to decide on a tool to collect the evidence of student learning (what will the teacher decide to use to measure the success of the performance task). Possible tools include rubrics, marking schemes, check-lists, etc.
P r o v i d e A p p r o p r i a t e T e a c h i n g / L e a r n i n g S t r a t e g i e s Teachers need to develop a variety of teaching/learning strategies to accom-modate the different learning styles in students. These teaching/learning strategies must provide the student with many opportunities to explore, practise and build their knowledge and skills in order to achieve success in their culminating demonstration.
The overall assessment
program must have a balance of assessment methods and
include assessment of expectations
from the 4 categories
of the levels of achievement.
expectations
assessment
and
evaluation
teaching/
learning
strategies
topic/
theme/
resources
Incorporation
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 17
c) Keeping Track Tracking of Student Achievement Two samples of a Student Tracking Form are provided in Appendix C. (Sample A and Sample B). The form can be used in combination with the Assessment Planner to provide accountability. Essentially this is the teacher’s grade book. The Tracking Form is only one sample instrument which could be used. A mark management program provides the same in-formation; the key to its interpretation is the accompanying Assessment Planner.
2. How do I arrive at a mark?
The final mark is based on assessment tasks conducted (70%) during the course and on a culminating assessment (30%) conducted at or near the end of the course. Students must have many and varied opportunities to demon-strate achievement. The mark should reflect the most consistent achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The final mark is a symbol of a student’s performance. cont’d
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 18
a) What are the Steps to Arriving at a Final Mark? 1. Assess using the criteria of the 4 levels for each category of the achievement chart. 2. Record by level each category with special consideration given to most recent. 3. Arrive at level for each category by determining the most consistent level of achievement 4. Convert each level into a percent according to the subject specific breakdown in this
manual. Use the conversion chart below.
u Percentage below 50 indicates insufficient achievement of the curriculum expectations and signals additional learning is required before the student can achieve the expectations to a passing level. A student who receives a mark below 50 at the end of a course will not receive a credit. Minimum reported mark is 30%.
Achievement Level
Percentage Grade Range Summary
Level 4
4+ 95-100 A very high to outstanding level of achievement. Achievement is above the provincial standard.
4 85-94
4- 80-84
Level 3
3+ 77-79 A high level of achievement. Achievement is at the provincial standard.
3 73-76
3- 70-722
Level 2
2+ 67-69 A moderate level of achievement. Achievement is below, but approaching, the provincial aver-age.
2 63-66
2- 60-62
1+ 57-59 A passable level of achievement. Achievement is below the provincial standard.
1 53-56
1- 50-52
BL 1 Below 50 Below 50 Insufficient achievement of curriculum expecta-tions. A credit will not be granted.
Level 1
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 19
b) What is the Subject Specific Delineation?
The Subject Specific Delineation outlines the weighting given to the various categories. The weighting should reflect the nature of the dis-cipline and the type of course. It is mandated that 70% be allocated to assessment throughout the term and 30% to a culminating assessment using one or more instruments.
Arriving at marks varies according to the type of assessment: • performance tasks must be assessed according to the levels of achieve-
ment chart, • other assessments must be assessed using the levels of achievement chart.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 20
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ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 21
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TA
L
CP
T*
EX
AM
T
OT
AL
Fr
ench
Gra
de 9
, Cor
e 9
Aca
dem
ic
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 9
, Ext
ende
d
9 A
cade
mic
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 9
, Im
mer
sion
9
Aca
dem
ic
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 9
, Cor
e 9
App
lied
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 1
0, C
ore
10
A
cade
mic
20
20
15
15
70
15
15
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
Fr
ench
Gra
de 1
0, E
xten
ded
10
Aca
dem
ic
20
20
15
15
70
15
15
30
F
renc
h G
rade
10,
Im
mer
sion
10
A
cade
mic
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 1
0, C
ore
10
A
ppli
ed
20
20
15
15
70
15
15
30
F
renc
h G
rade
11,
Uni
vers
ity
11
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
1, C
ore
11
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
1, E
xten
ded
11
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
1, I
mm
ersi
on
11
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
1, C
ore
11
A
ppli
ed
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 1
1, C
ore
11
O
pen
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
2, U
nive
rsity
12
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
2,
Cor
e
12
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
2, E
xten
ded
12
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
2, I
mm
ersi
on
12
15
20
15
20
70
15
15
30
Fr
ench
Gra
de 1
2, C
ore
12
A
ppli
ed
20
20
15
15
70
15
15
30
Fr
ench
Gra
de 1
2, C
ore
12
O
pen
15
20
15
20
70
15
15
30
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 22
ES
L
TE
RM
WO
RK
F
INA
L A
SS
ES
SM
EN
T
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
E
SL A
O
9
10
30
10
20
70
20
10
30
E
SL B
O
9
10
30
10
20
70
20
10
30
E
SL C
O
9
15
25
15
15
70
20
10
30
E
SL D
O
9
15
20
20
15
70
15
15
30
E
SL E
O
9
15
20
20
15
70
15
15
30
* =
Cu
lmin
atin
g P
erfo
rman
ce T
ask
E
SL A
O
10
10
30
10
20
70
20
10
30
E
SL B
O
10
10
30
10
20
70
20
10
30
E
SL C
O
10
15
25
15
15
70
20
10
30
E
SL D
O
10
15
20
20
15
70
15
15
30
E
SL E
O
10
15
20
20
15
70
15
15
30
E
SL A
O
11
10
30
10
20
70
20
10
30
E
SL B
O
11
10
30
10
20
70
20
10
30
E
SL C
O
11
15
25
15
15
70
20
10
30
E
SL D
O
11
15
20
20
15
70
15
15
30
E
SL E
O
11
15
20
20
15
70
15
15
30
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 23
MA
TH
EM
AT
ICS
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
MPM
1D
Prin
cipl
es o
f Mat
hem
atic
s 9
Aca
dem
ic
25
10
20
15
70
10
20
30
MFM
1P
Foun
datio
ns o
f Mat
hem
atic
s 9
App
lied
20
10
20
20
70
15
15
30
MA
T14
E
ssen
tials
of M
athe
mat
ics
9 L
ocal
ly D
evel
oped
Com
-pu
lsor
y 25
10
20
15
70
30
0
30
MPM
2D
Prin
cipl
es o
f Mat
hem
atic
s 10
A
cade
mic
25
10
20
15
70
10
20
30
MFM
2P
Foun
datio
ns o
f Mat
hem
atic
s 10
A
ppli
ed
20
10
20
20
70
15
15
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
MA
T24
E
ssen
tial M
athe
mat
ics
10
Loc
ally
Dev
elop
ed O
p-tio
nal
25
10
20
15
70
30
0 30
MC
R3U
Fu
nctio
ns a
nd R
elat
ions
11
U
nive
rsity
Pre
para
tion
25
10
20
15
70
5 25
30
MC
F3M
Fu
ncti
ons
11
Uni
vers
ity/C
olle
ge P
rep
a-ra
tion
25
10
20
15
70
10
20
30
MB
F3C
M
athe
mat
ics
of P
erso
nal F
inan
ce
11
Col
lege
Pre
para
tion
25
15
15
15
70
20
10
30
ME
L3E
M
athe
mat
ics
for E
very
day
Lif
e 11
W
orkp
lace
Pre
para
tion
25
10
20
15
70
15
15
30
MC
B4U
A
dvan
ced
Func
tions
& I
ntro
Cal
culu
s 12
U
nive
rsity
Pre
para
tion
25
10
20
15
70
5 25
30
MD
M4U
M
athe
mat
ics
of D
ata
Man
agem
ent
12
Uni
vers
ity P
repa
ratio
n 25
10
20
15
70
20
10
30
MG
A4U
G
eom
etry
& D
iscr
ete
Mat
hem
atic
s 12
U
nive
rsity
Pre
para
tion
25
10
20
15
70
5 25
30
MA
P4C
C
olle
ge &
App
rent
ices
hip
Mat
hem
atic
s 12
C
olle
ge P
repa
ratio
n 25
15
15
15
70
20
10
30
MC
T4C
M
athe
mat
ics
for C
olle
ge T
echn
olog
y 12
C
olle
ge P
repa
ratio
n 25
15
15
15
70
20
10
30
ME
L4E
M
athe
mat
ics
for E
very
day
Lif
e 12
W
orkp
lace
Pre
para
tion
25
10
20
15
70
15
15
30
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 24
SC
IEN
CE
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
SNC
1D
Scie
nce
9 A
cade
mic
25
15
20
10
70
10
20
30
SNC
1P
Scie
nce
9 A
ppli
ed
20
15
25
10
70
20
10
30
SNC
14
Ess
enti
al S
cien
ce
9 L
ocal
ly D
evel
oped
C
ompu
lsor
y 20
15
25
10
70
30
0
30
SNC
2D
Scie
nce
10
Aca
dem
ic
25
15
20
10
70
10
20
30
SNC
2P
Scie
nce
10
App
lied
20
15
25
10
70
20
10
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
SNC
24
Ess
enti
al S
cien
ce
10
Loc
ally
Dev
elop
ed,
Opt
iona
l 20
15
25
10
70
30
0
30
SB
I3U
B
iolo
gy
11
Uni
vers
ity P
repa
ratio
n 25
10
25
10
70
5
25
30
SP
H3U
P
hysi
cs
11
Uni
vers
ity P
repa
ratio
n 25
10
25
10
70
5
25
30
SNC
3M
Scie
nce
11
Uni
vers
ity/C
olle
ge
Prep
arat
ion
25
10
25
10
70
10
20
30
SBI3
C
Bio
logy
11
C
olle
ge P
repa
ratio
n 20
15
25
10
70
20
10
30
SN
C3E
Sc
ienc
e 11
W
orkp
lace
Pre
para
tion
20
15
25
10
70
30
0 30
SB
I4U
B
iolo
gy
12
Uni
vers
ity P
repa
ratio
n 25
10
25
10
70
5
25
30
SCH
4U
Che
mis
try
12
U
nive
rsity
Pre
para
tion
25
10
25
10
70
5 25
30
SP
H4U
P
hysi
cs
12
Uni
vers
ity P
repa
ratio
n 25
10
25
10
70
5
25
30
SP
H4C
P
hysi
cs
12
Col
lege
Pre
para
tion
20
15
25
10
70
15
15
30
SC
H4C
C
hem
istr
y
12
Col
lege
Pre
para
tion
20
15
25
10
70
30
0 30
SN
C4E
Sc
ienc
e 12
W
orkp
lace
Pre
para
tion
20
15
25
10
70
30
0 30
SNC
4M
Scie
nce
12
Uni
vers
ity/C
olle
ge
Prep
arat
ion
25
10
25
10
70
10
20
30
SCH
3U
Che
mis
try
11
U
nive
rsity
Pre
para
tion
25
10
25
10
70
5 25
30
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 25
CA
NA
DIA
N a
nd
WO
RL
D S
TU
DIE
S
TE
RM
WO
RK
F
INA
L A
SS
ES
SM
EN
T
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
CG
C1D
G
eogr
aphy
of
Can
ada,
Gr.
9, A
cade
mic
9
Aca
dem
ic
20
15
20
15
70
10
20
30
CG
C1P
G
eogr
aphy
of
Can
ada
Gr.
9, A
ppli
ed
9 A
ppli
ed
20
15
15
20
70
10
20
30
CH
C2D
C
anad
ian
His
tory
in th
e T
wen
tiet
h C
entu
ry, G
r. 1
0, A
cade
mic
10
A
cade
mic
20
15
20
10
70
10
20
30
CH
C2P
C
anad
ian
His
tory
in th
e T
wen
tiet
h C
entu
ry, G
r. 1
0, A
ppli
ed
10
App
lied
20
15
15
20
70
10
20
30
CH
V2O
C
ivic
s 10
O
pen
20
15
15
20
70
10
20
30
CG
F3M
Ph
ysic
al G
eogr
aphy
: Pat
tern
s, P
roce
sses
an
d In
tera
ctio
ns
11
Uni
vers
ity/C
olle
ge
20
15
20
15
70
10
20
30
CG
T3E
G
eogr
aphi
cs:
The
Geo
grap
her's
Too
lkit
11
W
orkp
lace
15
20
15
20
70
30
0
30
CG
G3O
R
egio
nal G
eogr
aphy
: Tra
vel a
nd
Tou
rism
11
O
pen
20
15
15
20
70
10
20
30
CH
A3U
A
mer
ican
His
tory
11
U
nive
rsity
20
15
20
15
70
10
20
30
CH
W3M
W
orld
His
tory
to th
e S
ixte
enth
Cen
tury
11
U
nive
rsity
/Col
lege
20
15
20
15
70
10
20
30
CL
U3M
U
nder
stan
ding
Can
adia
n L
aw
11
Uni
vers
ity/C
olle
ge
20
15
20
15
70
10
20
30
CL
U3E
U
nder
stan
ding
Can
adia
n L
aw
11
Wor
kpla
ce
15
20
15
20
70
30
0 30
CIA
4U
Ana
lyzi
ng C
urre
nt E
cono
mic
Iss
ues
12
Uni
vers
ity
20
15
20
15
70
10
20
30
CG
W4U
C
anad
ian
& W
orld
Iss
ues:
A
Geo
grap
hic
Ana
lysi
s 12
U
nive
rsity
20
15
20
15
70
10
20
30
CG
R4M
T
he E
nvir
onm
ent a
nd R
esou
rces
M
anag
emen
t 12
U
nive
rsity
/Col
lege
20
15
20
15
70
10
20
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 26
CA
NA
DIA
N a
nd
WO
RL
D S
TU
DIE
S
TE
RM
WO
RK
F
INA
L A
SS
ES
SM
EN
T
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
CG
R4E
T
he E
nvir
onm
ent &
Res
ourc
e M
anag
emen
t 12
W
orkp
lace
15
20
15
20
70
30
0
30
CH
I4U
C
anad
a: H
isto
ry, I
dent
ity
and
Cul
ture
12
U
nive
rsity
20
15
20
15
70
10
20
30
CH
Y4U
W
orld
His
tory
: The
Wes
t and
the
Wor
ld
12
Uni
vers
ity
20
15
20
15
70
10
20
30
CH
Y4C
W
orld
His
tory
: The
Wes
t and
the
Wor
ld
12
Col
lege
20
15
15
20
70
10
20
30
CH
M4E
A
dven
ture
s in
Wor
ld H
isto
ry
12
Wor
kpla
ce
15
20
15
20
70
30
0 30
CL
N4U
C
anad
ian
and
Inte
rnat
iona
l Law
12
U
nive
rsity
20
15
20
15
70
10
20
30
CPW
4U
Can
adia
n an
d W
orld
Pol
itic
s 12
U
nive
rsity
20
15
20
15
70
10
20
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 27
SO
CIA
L S
CIE
NC
ES
& T
HE
HU
MA
NIT
IES
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
HF
N2O
F
ood
and
Nut
riti
on
10
Ope
n 15
15
20
20
70
15
15
30
HIF
2O
Indi
vidu
al a
nd F
amil
y L
ivin
g 10
O
pen
15
15
20
20
70
15
15
30
HPC
3O
Pare
ntin
g 11
O
pen
15
15
20
20
70
15
15
30
CP
I* =
Cu
lmin
atin
g P
erfo
rman
ce T
ask
HN
C3O
F
ashi
on a
nd C
reat
ive
Exp
ress
ion
11
Ope
n 15
15
15
25
70
15
15
30
HIR
3C
Man
agin
g P
erso
nal &
Fam
ily
Res
ourc
es
11
Col
lege
15
15
20
20
70
15
15
30
HSP
3M
Intr
oduc
tion
to A
nthr
opol
ogy,
P
sych
olog
y &
Soc
iolo
gy
11
Uni
vers
ity/C
olle
ge
20
15
20
15
70
10
20
30
HFA
4M
Foo
d &
Nut
riti
on S
cien
ces
12
Uni
vers
ity/C
olle
ge
15
15
20
20
70
15
15
30
HN
B4O
T
he F
ashi
on I
ndus
try
12
Ope
n 15
20
15
20
70
15
15
30
HSB
4M
Cha
llen
ge &
Cha
nge
in
Soci
ety
12
Uni
vers
ity/C
olle
ge
15
20
20
15
70
10
20
30
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 28
PH
YS
ICA
L E
DU
CA
TIO
N A
ND
HE
AL
TH
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
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rse
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rse
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hysi
cal E
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r. 1
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10
45
70
30
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PPL
40
Phy
sica
l Edu
cati
on &
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lth
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12,
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n
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n 5-
10
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70
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4U
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sica
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vers
ity
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vers
ity
35
15-2
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-15
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15
15
30
PL
F4C
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lege
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30
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form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 29
AR
TS
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
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AM
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OT
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rts
Gr.
9
9
10
15
10
35
70
20
10
30
A
rts
Gr.
10
10
10
15
10
35
70
20
10
30
A
rts
Gr.
11
11
10
15
10
35
70
20
10
30
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rts
Gr.
12
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10
15
10
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70
20
10
30
CP
T*
= C
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inat
ing
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form
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k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 30
BU
SIN
ES
S S
TU
DIE
S
TE
RM
WO
RK
F
INA
L A
SS
ES
SM
EN
T
Cou
rse
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rse
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le
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de
Cou
rse
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CM
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TO
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L
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T
OT
AL
B
usin
ess
Stud
ies
Gr.
10
10
20
10
20
20
70
10
20
30
BA
F3M
In
tro
to F
inan
cial
Acc
ount
ing
11
Uni
vers
ity/C
olle
ge
20
10
20
20
70
10
20
30
BD
I3C
In
tro
to E
ntre
pren
euri
al
St
udie
s 11
U
nive
rsity
/Col
lege
20
10
20
20
70
10
20
30
BM
I3C
In
tro
to M
arke
ting
11
U
nive
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/Col
lege
20
10
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10
20
30
BA
I3E
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tro
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ccou
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g 11
W
orkp
lace
/Ope
n 10
20
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15
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P3O
T
he E
nter
pris
ing
Per
son
11
Wor
kpla
ce/O
pen
10
20
20
20
70
15
15
30
BT
A3O
In
fo T
echn
olog
y A
ppli
cati
ons
in B
usin
ess
11
Wor
kpla
ce/O
pen
10
20
20
20
70
15
15
30
BM
X3E
In
tro
to R
etai
l & S
ervi
ces
Mar
keti
ng
11
Wor
kpla
ce/O
pen
10
20
20
20
70
15
15
30
BA
T4M
Pr
inci
ples
of
Fina
ncia
l
A
ccou
ntin
g 12
U
nive
rsity
/Col
lege
20
10
20
20
70
10
20
30
BD
V4C
E
ntre
pren
euri
al S
tudi
es:
Ven
ture
Pla
nnin
g
12
Uni
vers
ity/C
olle
ge
20
10
20
20
70
10
20
30
BT
X4C
In
form
atio
n T
echn
olog
y in
B
usin
ess
12
Uni
vers
ity/C
olle
ge
20
10
20
20
70
10
20
30
BB
B4M
In
tro
to I
nter
nati
onal
Bus
ines
s 12
U
nive
rsity
/Col
lege
20
10
20
20
70
10
20
30
BO
H4M
O
rgan
izat
iona
l Stu
dies
: O
rgan
izat
iona
l B
ehav
iour
&
Hum
an R
esou
rces
12
Uni
vers
ity/C
olle
ge
20
10
20
20
70
10
20
30
BA
N4E
A
ccou
ntin
g fo
r a
Sm
all
Bus
ines
s 12
W
orkp
lace
10
20
20
20
70
15
15
30
BT
X4E
In
form
atio
n T
echn
olog
y in
B
usin
ess
12
Wor
kpla
ce
10
20
20
20
70
15
15
30
BB
B4E
In
tro
to I
nter
nati
onal
Bus
ines
s 12
W
orkp
lace
10
20
20
20
70
15
15
30
BO
G4E
O
rgan
izat
iona
l Stu
dies
: M
anag
ing
a S
mal
l Bus
ines
s 12
W
orkp
lace
10
20
20
20
70
15
15
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 31
TE
CH
NO
LO
GIC
AL
ED
UC
AT
ION
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
In
tegr
ated
Tec
hnol
ogie
s G
r. 9
9
10
20
20
20
70
30
0
30
T
echn
olog
ical
Edu
catio
n G
r. 1
0 -
Bro
ad B
ased
Tec
hnol
ogy
10
10
20
20
20
70
30
0 30
T
echn
olog
ical
Edu
catio
n G
r. 1
0-
Com
pute
r St
udie
s 10
20
10
20
20
70
10
20
30
T
echn
olog
ical
Edu
catio
n Pa
rt A
: B
road
Bas
ed T
echn
olog
y
11
10
20
20
20
70
30
0
30
ICE
3M
Tec
hnol
ogic
al E
duca
tion
Part
B:
Com
pute
r St
udie
s 11
20
10
20
20
70
10
20
30
ICE
3E
Tec
hnol
ogic
al E
duca
tion
Part
B:
Com
pute
r E
ngin
eeri
ng W
orkp
lace
11
15
15
20
20
70
20
10
30
T
echn
olog
ical
Edu
catio
n Pa
rt A
: B
road
Bas
ed T
echn
olog
y
12
10
20
20
20
70
30
0
30
ICE
4M
Tec
hnol
ogic
al E
duca
tion
Part
B:
Com
pute
r St
udie
s 12
20
10
20
20
70
10
20
30
ICE
4E
Tec
hnol
ogic
al E
duca
tion
Part
B:
Com
pute
r E
ngin
eeri
ng W
orkp
lace
12
15
15
20
20
70
15
15
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 32
GU
IDA
NC
E &
CA
RE
ER
ED
UC
AT
ION
T
ER
M W
OR
K
FIN
AL
AS
SE
SS
ME
NT
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
GL
S10
L
earn
ing
Stra
tegi
es G
r. 9
9
20
15
15
20
70
30
0
30
GL
C20
C
aree
r St
udie
s G
r. 1
0 10
10
20
20
20
70
30
0 30
GW
L30
D
esig
ning
You
r Fu
ture
Gr.
11
11
20
15
15
20
70
30
0 30
GP
P30
L
eade
rshi
p &
Pee
r Su
ppor
t G
r. 1
1 11
20
15
15
20
70
30
0 30
GS
L30
A
dvan
ced
Lea
rnin
g
Str
ateg
ies:
Ski
lls
for
Suc
cess
A
fter
Sec
onda
ry S
choo
l
11
20
15
15
20
70
30
0
30
GS
L40
A
dvan
ced
Lea
rnin
g
Str
ateg
ies:
Ski
lls
for
Suc
cess
A
fter
Sec
onda
ry S
choo
l
12
20
15
15
20
70
30
0
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 33
RE
LIG
IOU
S E
DU
CA
TIO
N
TE
RM
WO
RK
F
INA
L A
SS
ES
SM
EN
T
Cou
rse
Cou
rse
Tit
le
Gra
de
Cou
rse
Typ
e K
U
CM
IN
A
P
TO
TA
L
CP
T*
EX
AM
T
OT
AL
R
elig
ious
Edu
cati
on G
r. 9
9
20
15
20
15
70
10
20
30
R
elig
ious
Edu
cati
on G
r. 1
0 10
20
15
15
20
70
20
10
30
R
elig
ious
Edu
cati
on G
r. 1
1 11
U
nive
rsit
y 20
15
15
20
70
20
10
30
R
elig
ious
Edu
cati
on G
r. 1
1 11
O
pen
20
15
15
20
70
20
10
30
R
elig
ious
Edu
cati
on G
r. 1
2 :
Phi
loso
phy
12
20
15
20
15
70
10
20
30
R
elig
ious
Edu
cati
on G
r. 1
2:
HH
S Fa
mily
12
20
15
20
15
70
10
20
30
CP
T*
= C
ulm
inat
ing
Per
form
ance
Tas
k
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 34
c) English as a Second Language and English Literacy Development Integration into Mainstream Subject Classes The successful integration of students who are learning English into the aca-demic and social life of the school requires all teachers to work together to support them. Although many students become proficient users of English for day-to-day purposes within two years, students may require seven years to catch up to first- language speakers in their ability to use English for academic purposes. Participation in ESL/ELD courses assists second-language learners to make rapid progress; however, students who arrive as beginning learners of English during their secondary school years may not have enough time to catch up with their peers by the end of Grade 12. reading textbooks, partici-pating in academic discussions, or writing essays or examination answers may be much more difficult for these students than for fir st- language English speakers. Their relatively limited vocabulary may make reading some text-books difficult, and in some cases inexperience with complex sentence pat-terns may make it difficult for them to write as fluently as some of their peers. Most students who have completed their ESL and /or ELD courses will there-fore continue to need support from their subject teachers to achieve success. In some courses, students in the early stages of learning English and/or at early stages of development in English literacy will need program adaptations in or-der to be successful. Appropriate adaptations include: • modified expectations (e.g., modification of some or all of the expecta-
tions) • a variety of instructional strategies (e.g., extensive use of visual cues,
graphic organizers, peer • tutoring, strategic use of students’ first languages) • a variety of learning resources (e.g., use of visual material, simplified texts
and bilingual dictionaries) • Modified assessment strategies (e.g., granting of extra time, use of oral
interviews and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that de-pend heavily on proficiency in English).
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 35
Note: When learning expectations in a courses other than ESL and ELD are modified or accommodations to the learning environment are made, this must be clearly indicated on the students’ report card.
(All the above information was taken directly from the English as a Second Language and English Literacy Development Curriculum Policy Document; pages 7-8.) Other appropriate assessment accommodations for second- language learners in mainstream subject areas include: • learning may be demonstrated in the first language • extra time for tests/exams • reduce the language in assessment tasks e.g., use a cloze passage • instructions on tests and exams are clear and simply worded • students have access to dictionaries during tests and exams • students may write tests/exams with the ESL teacher • portfolio and performance based assessment are excellent for second-
language learners • more recent assessments are more indicative of a second language
learner’s knowledge and skills.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 36
3. Assessment and Evaluating the Learning Skills for Each Subject.
In each course teachers will be required to evaluate five learning skills ac-cording to these four descriptors: E = excellent G = good S = satisfactory N = needs improvement The five learning skills with a descriptor for each area follow. Note that these lists are not exhaustive. Teachers will have other relevant observations to report.
Works independently • attends regularly and is punctual • works well without supervision • completes tasks and assignments on time and with care • accepts responsibility for own behaviour • follows routines and instructions without supervision • identifies and pursues learning goals and tasks independently • responds and participates in a variety of learning activities • selects learning materials, resources, and activities independently • persists with tasks • follows schedules and uses planners to organize time effectively • adheres to established timelines • explores, selects, and uses a variety of learning strategies
Teamwork
• works cooperatively with others • listens to, acknowledges, and considers differing opinions respect-
fully • follows classroom and school procedures • assumes responsibilities in groups, the classroom, and the school • helps to motivate others and encourages others to participate • considers both the immediate and long-term effects of his or her • actions on others • respects the rights, property, and opinions of others • shares resources, materials, and equipment with others • establishes positive relationships with peers and adults • responds, and is sensitive to the needs and welfare of others • paraphrases points of view to help understanding • recognizes contributions of group members through encouragement,
support or praise • seeks consensus before making decisions • shares responsibility for carrying out decisions • shares responsibility for difficulties encountered during an activity
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 37
Organization • organizes materials and equipment effectively • organizes information logically and creatively and manages it effec-
tively • recognizes when assignments and projects would benefit from • additional information and identifies the type of information needed • devises a plan to solve problems • carries out the plan, records process and results • supports class organizational structures • applies logic in solving problems
Work Habits/Homework • completes homework on time and with care • comes to class prepared for learning • puts forth consistent effort • follows directions and completes all homework tasks • shows attention to detail • demonstrates interest and enthusiasm in homework assignments • begins work promptly • chooses and uses materials and equipment correctly, safely, crea-
tively • uses time effectively • stays with complex projects that require sustained effort • attends to task at hand • demonstrates flexibility and adaptability
Initiative
• welcomes new tasks and seeks new opportunities for learning • responds to challenges • seeks challenges and takes risks • is interested in and curious about objects and events • observes, questions, and explores • seeks additiona l and new information from library books, CD-ROMs,
and other resources • identifies problems to solve and conducts experiments • approaches new learning situations with confidence • demonstrates a positive attitude towards learning • generates questions for further inquiry • investigates and obtains information independently • develops original ideas and innovative procedures • attempts a variety of learning activities • seeks assistance when necessary • participates in co-curricular activities
The mark should reflect the most
consistent achievement.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 38
Sect
ion
C
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 39
Introduction Grade 9, Grade 10, and Grade 11 Report Card Version The OCCDSB Grade 9, 10 and 11 Report Card software was created by Jim Dale, Coordina-tor of Information Technology - Academic Services.
At this time, you will have to bubble (fill- in the proper forms) your student’s results. This would include their marks, learning skills, special student status, absences and times late. These forms will be sent to SAS (Student Administration System) where this information will be entered into the grade 9 database and will appear on your electronic report cards at some later date. a) Overview – Notes This electronic version of the grade 9 report card allows you to view you student’s marks, days late, times late and learning skill grades. You will be able to add your comments for each student in a very user-friendly environ-ment. This report card is connected to an active (live) database that will store your comments and save your work automatically (if you are using it from a school’s networked computer or your ISP.). When you are working on-line, you will see Connected to Server written in the bottom left cor-ner of the main window. When you add comments you can not fill- in the very last line. The comment box is actually one line longer than what you see in the program, but this line will not print. You will see the box drop, when this happens you need to take out the last few words or revise your sentence. b) Ways to Work on Your Report Card
There are 3 ways to activate this report card and enter your comments. You have the option of working from home, school or anywhere that has a dial-up connection to the Internet. Read fur-ther into this document for the step by step directions on the following.
1. School Net (Online) – this is the easiest way to use the report. You fill-out your com-ments in school. You will be able to access the program through the Teacher Desktop. (* I need to learn Parts 1-3 of this handout)
2. Working Offline – You want to work at home (or up at your cabin). You would save off-line using a floppy disk. You must save your comments on the floppy as you work. (* I need to learn Parts 1-7 of this handout)
3. Working On-line (ISP) – you have an ISP (Internet Service Provider) and you want to dial-up and work live on the school’s database. Your work is saved as you go. (*I need to learn Parts 1-3 + Part 8 of this handout)
c) Passwords
1. To access the program initially, after you click on this icon, you must type teach2000 this password is case sensitive.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 40
- Insert the comment in the green box.
- Insert student’s name in the green box.
- Insert He in the green box.
- Insert She in the green box.
- Copy to the clipboard from the green box.
- Paste form the clipboard to the green box.
- Undo what you just typed.
- Spell check current green comment.
- First student
- Previous student
- Next student
- Last student
- Accept changes
- Reject changes - Save a bookmark
- Go to saved bookmark
2. You will be provided with another personal password to access your student’s report card. d) Part 1: Working in School Getting to the Main Window 1. Login to the teacher desktop of a computer. 2. Double-click on this icon. 3. At the password window enter the password teach2000 4. Click O.K. or press the enter key. 5. Read the screen carefully and follow the 4 steps. 6. Each step will be checked when completed. 7. Click on this icon. 8. As soon as you click on the course you wish to enter comments for, you will be in the main window. 9. In the yellow area to the left, you will see the first
student in your class - they are listed in alphabetical order. 10. Move your pointer over a yellow area on the screen,
your pointer turns to a text tool. When you stop moving, a message will appear with the name of the section.
11. Try this procedure with all of the yellow areas, buttons and partial words. The words in a vertical line such as, Comment and Name, are buttons. Others words such as, inde and team, are learning skills. Hold your pointer over them to see the full name. 12. You should go through all of the buttons, yellow areas and symbols to view their function within the program. As you follow through the tutorial we will be using these buttons. Here are their functions:
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 41
13. The yellow areas will be filled- in with the information that you supplied on the bubble sheets. If the marks or letter grades do not appear, you can still input the comments and the bubbled data will be imported ASAP.
e) Part 2: Entering a Comment 1. Click Load Comments from the Menu at the top
of the window. 2. You will be starting with the STRENGTH. 3. Click on the small + sign to the left of the subject
you would like to add a comment for. Read each statement and choose another area by clicking the plus sign again.
4. Click the plus sign again and you will see the L1 L2 L3 and L4 statements. Notice that the plus signs turn to a negative sign. If you click them twice, they will open and close the section. Choose the most appropriate comment for that student by clicking once. 5. You will see that it turns turquoise (or becomes highlighted). 6. Click into the large comment
box and click the Name button. 7. Now click the Comment button. 8. The statement appears in the box. 9. Now click the He or She button. 10. Repeat steps 3-5 to add the weakness. 11. Each teacher should write a personalized next step as the third comment. 12. Remember to look at the entire comment and make any necessary changes. 13. You should spell check each comment so click the Spell button and follow the directions on the screen.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 42
Sect
ion
D
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 43
Section D: Exceptional Students - Program Planning and Assessment
Special education staff will assist teachers in finding information on meeting the needs of exceptional students. When planning instruction and activities and developing course materials, teachers must take into account the strengths, needs, learning expectations, and accommodations identified for each student. Teachers may find it necessary to make modifications to the learning expecta-tions for a course by changing the amount and type of material covered or they may find it necessary to made accommodations to the learning environment by changing their style of presentation, their methods of organization, their use of technology, and their assessment and evaluation strategies. The use of special-ized equipment and the assistance of professional and paraprofessional staff may also be required to accommodate the exceptional student’s needs. This information must be included in the student’s Individual Education Plan (IEP) and the principal must ensure that the IEP is developed within thirty days of placement of an exceptional student in a particular program. a) The Individual Education Plan:
• Must be prepared for all students who have been identified as “Exceptional” by an IPRC
• May be prepared for students receiving special education programs and services but who have not been formally identified as “Exceptional”
• Outlines the student’s expectations (may be modified), accommoda-tions, evaluation, programs and services, and a “Transition Plan” for those over age 14.
• Must be developed as supporting documentation, if an Intensive Sup-port Amount (ISA) funding claim is submitted on behalf of a student who has not been identified as exceptional by an IPRC, but who is re-ceiving special education program and/or services.
An IEP is …
• a written plan describing the special education program and/or services required by a particular student.
• not a daily lesson plan itemizing every detail of the students education • produced collaboratively • a summary of the student’s strengths, interests, and needs, and of the
expectations for learning • a tool to help teachers monitor and communicate student growth • a flexible working document • an accountability tool • an ongoing record of programming indicating the special education
programs and/or services needed to assist the student in achieving his/her learning expectations
• a document to be used with the provincial report card.
Exceptional students
Individualized Education
Plan
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 44
What does the Ministry of Education and Training say in its policy about high school reform and exceptional pupils? b) Ontario Secondary Schools, Grades 9 to 12: Program …, 1999 All students identified as exceptional must have access to an education that will enable them to develop essential knowledge and skills. An IEP must be developed and the following should be considered:
• Exceptional pupils should be given every opportunity to achieve the expectations in the Ontario Curriculum.
• For most exceptiona l students, the expectations will be the same as, or similar to, those in the Ontario Curriculum but accommodations to the learning environment may be needed.
• For some students with an IEP, curriculum expectations for a course will be modified to meet the student’s needs and specialized services or other accommodations may be provided to help the student achieve the expectations.
• A small number of students will require alternative expectations not derived from the provincial curriculum.
c) What are accommodations and how do they impact on the student’s achievement? Accommodations are:
• specific supports or services that will help the student access the curriculum and demonstrate learning;
• necessary in order to ensure the student’s continuous growth, development and success.
Depending on the needs of the student, accommodations to assessment and procedures and strategies may include:
• changing the time requirements for completing tasks; • changing the format of the assessment materials; • providing a quiet environment; • simplifying test instructions and language of questions; • providing for the use of scribes, tape recorders, typewriters, or word
processors, or allowing oral responses; • allowing students to retake classroom tests or redo classroom assign-
ments to improve their performance; • providing alternative homework assignments; and • basing classroom assessment on the full range of student’s work.
The student’s achievement of the expectations will be assessed in accordance with the discipline specific assessment policies given in the provincial curricu-lum documents. Credit is granted.
Students earning credits
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 45
d) What are modified expectations and how do they impact on a student’s achievement? A student’s learning expectations can be modified. Modified expectations:
• are changes to the curriculum expectations in keeping with a student’s special needs
• can include changes to the grade level of the expectations.
Students working with modified expectations may also be provided with accommodations. Students receiving a modified program are assessed in accordance with the discipline-specific assessment policies given in the provincial curriculum documents. The Principal will determine whether achievement of the modified expectation will indicate successful completion of the course, and will decide whether the student will receive a credit for the course. e) How is achievement assessed for those students requiring a program based on alternative expectations as indicated on their IEP? A very small number of exceptional pupils may require alternative expecta-tions that are not derived from provincial curriculum policy documents. Student achievement is not assessed according to the assessment policies in the provincial curriculum policy documents, but in relation to the expectations set out in the student’s IEP. The students will not be granted a credit for the successful completion of a course that consists of alternative expectations.
Principal determines
if credit is earned
Credit is not granted
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 46
EXPECTATIONS ASSESSMENT REPORTING
1. Grade level expectations from the Ontario Curriculum with accommodation in resources, strategies, testing, presentation, etc.
Assess according to discipline specific assessment policies set out in curriculum policy documents. The IEP indicates appropriate accommodations which allow student to work with the Ontario Curriculum expectations
• Percentage grade and credit • Check off the IEP box for every course
to which the plan applies
2. Modified expectations which the Principal deems to be eligible for credit.
Assess according to discipline specific assessment policies set out in curriculum policy documents. The IEP lists a representative sample of the modifications to the Ontario Curriculum and the appropriate accommodations in such subject course or skill area for the reporting period.
• Percentage grade and credit on the report card
• Check the IEP box for every course to which the plan applies
EXPECTATIONS ASSESSMENT REPORTING
3. Modified expectations which the Principal deems to be ineligible for credit.
Assess the achievement of the modified expectations
• Percentage grade on the report card • Enter 0 in the credit earned column. • Include the following statement in the
report card comments section: “This percentage grade is based on achievement of the expectations specified in the IEP, which differ significantly from the curriculum expectations for the course.”
• Enter comments about the student’s achievement.
• Attached IEP outlines modifications and accommodations to the Ontario Curriculum for each subject, courses or skill area and progress in this program.
}} NO CREDIT GRANTED
} } CREDIT GRANTED
f) The Provincial Report Card and the IEP
Student progress towards meeting annual goals and learning expectations must be evaluated at least once in every reporting period and the results must be reported to parents, using the provincial report card. A different format may be used for students working on alternative expectations.
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 47
EXPECTATIONS ASSESSMENT REPORTING
4. Alternate curriculum expectations as laid out in the IEP
Assess achievement of the alternate expectations
Note: The IEP alone may be used as an alternative format for reporting when none of the student’s learning expectations are derived from the provincial curriculum.
When using the report card:
• Check IEP box • No mark or credit on the report card,
although integration teachers should comment on participation
• Evaluation of the student’s program (strengths, areas of improvement, and next steps) is listed on the attached IEP – in most cases, percentage grades would not be appropriate.
}} NO CREDIT GRANTED (cont'd)
f) The Provincial Report Card and the IEP (cont'd)
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 48
Sect
ion
E
Communication
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 49
How do I communicate? • There are many opportunities for teachers to communicate with parents
and students with regards to achievement:
- Report cards - Parent-Teacher interviews - Contact by phone or note - Information nights • All reporting is ongoing
The Provincial Report Card will be used for all students in grade 9, 10, and 11. At regular intervals, students’ achievement must be formally reported to students and parents following Ministry of Education & Training and Board Policies.
“The Provincial Report Card for Grades 9-12 ensures that all students at-tending publicly funded secondary schools in Ontario receive a standard report card based on the Ontario curriculum. The report card provides clear, detailed, information to each student and his or her parents about how well the student is achieving the provincial curriculum expectations. It also provides opportunities for students to assess their progress and reflect on the goals they have set in their annual education plans. In addition, the report card provides opportunities for parents to comment on students’ achievement and to identify ways in which they can support their learning at home.” (Ministry Guide to the Provincial Report Card, Grades 9-12, 1999)
A feature of the Provincial Report Card is a parent/student response form. It is important that parents complete this plan for improvement with their child and return it to the school during interviews. This page will only be sent with the mid-term re-port and it will be filed with a copy of the report in the student’s Ontario School Re-cord (OSR).
WORKING TOGETHER - Parent/Student Response Form
A. REPORT CARD - HISTORY
This page will be included with the final report card. It records the number of credits the student has achieved in the different subject areas. It also indicates the number of hours of community involvement and the successful completion of the Ontario Secondary School Literacy Test.
COMPLETION REQUIREMENTS FOR GRADUATION
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 50
Q: What does the Ministry of Education and Training say about assessing, evaluating and reporting?
A: Assessment must involve the use of a wide variety of methods … These are the responsibility of the teacher … continuous and essential parts of the curriculum … and must describe the student’s progress toward achieving the expectations … Q: How will I know how my child is progressing? A: Your child will show what he/she knows through projects, presentations, oral interviews, journals, learning logs, tests/examinations, daily work, written assignments and demonstrations. Also, the formal report cards, parent-teacher interviews, contact with teachers and school personnel will give parents the opportunity to gather further feedback. All reporting will be on-going and related to the expectations. Q: Why are different assessment methods used? A: The use of different assessment methods helps teachers address students’ diverse backgrounds, abilities, learning styles and needs. These give students many opportunities to demonstrate their performance.
Frequently asked questions
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 51
Q:
Wha
t doe
s th
e M
inis
try
of E
duca
tion
and
Trai
ning
sa
y ab
out a
sses
sing
, ev
alua
ting
and
repo
rtin
g?
A:
Asse
ssm
ent m
ust i
nvol
ve th
e us
e of
a w
ide
varie
ty o
f m
etho
ds …
Th
ese
are
the
resp
onsib
ility
of th
e te
ache
r …
cont
inuo
us a
nd e
ssen
tial p
arts
of t
he c
urric
ulum
…
and
mus
t des
crib
e th
e st
uden
t’s p
rogr
ess
towa
rd
achi
evin
g th
e ex
pect
atio
ns …
Q
:H
ow w
ill I
know
how
my
child
is p
rogr
essi
ng?
A:
Your
chi
ld w
ill sh
ow w
hat h
e/sh
e kn
ows
thro
ugh
proj
ects
, pre
sent
atio
ns, o
ral i
nter
views
, jou
rnal
s,
lear
ning
logs
, tes
ts/e
xam
inat
ions
, dai
ly wo
rk, w
ritte
n
assig
nmen
ts a
nd d
emon
stra
tions
. Also
, the
form
al
repo
rt ca
rds,
par
ent-t
each
er in
terv
iews
, con
tact
with
te
ache
rs a
nd s
choo
l per
sonn
el w
ill giv
e pa
rent
s th
e
op
portu
nity
to g
athe
r fur
ther
feed
back
. All
repo
rting
wi
ll be
on-
goin
g an
d re
late
d to
the
expe
ctat
ions
.
OT
TA
WA
-CA
RL
ET
ON
CA
TH
OL
IC
SCH
OO
L B
OA
RD
A n
ew fe
atur
e of
the
gra
de 9
and
10
repo
rt is
a p
aren
t/st
uden
t re
spon
se
form
. I
t is
impo
rtant
tha
t pa
rent
s co
m-
plet
e th
is pl
an fo
r im
prov
emen
t with
thei
r chi
ld a
nd re
turn
it
to th
e sc
hool
dur
ing
inte
rvie
ws.
This
page
will
only
be s
ent
with
the
mid-
term
repo
rt an
d it
will
be fi
led
with
a c
opy
of th
e re
port
in th
e st
uden
t’s O
ntar
io S
choo
l Re
cord
(OSR
).
Each
su
bjec
t po
licy
doc
umen
t d
escr
ibes
fou
r p
ossib
le
level
s of
stu
dent
ac
hiev
emen
t.
The
achi
evem
ent
leve
ls in
clude
four
cat
egor
ies:
(1)
und
erst
andi
ng o
f con
cept
s,
(2)
thin
king
and
inqu
iry
(3)
com
mun
icatio
n of
req
uire
d kn
owle
dge,
and
(4)
appl
icat
ion.
Th
e d
escr
iptio
ns o
f th
e a
chie
vem
ent
leve
ls ar
e u
sed
to
asse
ss a
nd e
valu
ate
stud
ent l
earn
ing.
W
hen
teac
hers
use
th
e ac
hiev
emen
t lev
els
in re
porti
ng t
o pa
rent
s an
d sp
eak-
ing
with
stu
dent
s,
they
can
di
scus
s w
hat i
s re
quire
d fo
r st
uden
ts
to a
chie
ve
the
expe
ctat
ions
set
for
a p
artic
ular
gr
ade.
Th
ey a
re u
sed
to im
prov
e st
uden
t lea
rnin
g.
“The
prim
ary
purp
ose
of a
sses
smen
t an
d ev
alua
tion
is to
im
prov
e st
uden
t lea
rnin
g. I
nfor
mat
ion
gath
ered
thro
ugh
as-
sess
men
t he
lps
teac
hers
to
dete
rmin
e st
uden
ts’ s
treng
ths
and
weak
ness
es in
ach
ieve
men
t of t
he c
urric
ulum
exp
ecta
-tio
ns i
n e
ach
cou
rse.
Asse
ssm
ent
is
the
proc
ess
of g
athe
ring
info
rmat
ion
from
a
varie
ty o
f sou
rces
tha
t acc
urat
ely
refle
cts
how
well
a st
u-de
nt is
ach
ievin
g th
e cu
rricu
lum
exp
ecta
tions
.
Eval
uatio
n re
fers
to th
e pr
oces
s of
judg
ing
the
qua
lity
of
stud
ent
work
on
th
e b
asis
of
est
ablis
hed
crite
ria, a
nd
assig
ning
a v
alue
to re
pres
ent t
hat q
uality
.” (I
BID)
Staf
f Dev
elop
men
t, Ev
alua
tion
& R
esea
rch
Dep
artm
ent
9 Le
emin
g D
rive,
Nep
ean
, On
tari
o, C
anad
a K
2H 5
P6
Tel
: (6
13)
829-
8405
F
ax:
(613
) 82
9-56
09
Web
site
: w
ww
.occ
dsb
.on
.ca
Q:
Why
are
diff
eren
t ass
essm
ent m
etho
ds u
sed?
A:
The
use
of d
iffer
ent a
sses
smen
t met
hods
hel
ps
teac
hers
add
ress
stu
dent
s’ di
vers
e b
ackg
roun
ds,
abilit
ies,
lear
ning
sty
les
and
need
s. T
hese
give
stu
dent
s m
any
oppo
rtuni
ties
to d
emon
stra
te th
eir
perfo
rman
ce.
y y
Ass
essm
ent &
Eva
luat
ion
of S
tude
nt A
chie
vem
ent
y y
Wor
king
Tog
ethe
r - P
aren
t/Stu
dent
Res
pons
e
Area
s su
ch a
s wo
rks
inde
pend
ently
, te
amwo
rk,
orga
niza
-tio
n, w
ork
habi
ts/h
omew
ork,
initi
ative
, in
each
repo
rting
pe-
riod
will
be
asse
ssed
an
d re
porte
d a
s Ex
celle
nt, G
ood,
Sa
tisfa
ctor
y or
Nee
ds Im
prov
emen
t for
eac
h co
urse
.
y y
Lear
ning
Ski
lls
This
page
will
be in
clude
d wi
th th
e fin
al r
epor
t car
d.
It
reco
rds
the
num
ber
of c
redi
ts t
he s
tude
nt h
as
achi
eved
in th
e di
ffere
nt s
ubje
ct a
reas
.
It
also
in
dica
tes
the
nu
mbe
r o
f h
ours
of
com
mun
ity
in-vo
lvem
ent
and
the
succ
essf
ul c
ompl
etio
n of
the
Gra
de 1
0 Re
adin
g an
d W
ritin
g Te
st.
y y
Com
plet
ion
Req
uire
men
ts fo
r Gra
duat
ion
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 52
Per
cen
tag
e
Gra
de
Ran
ge
A
chie
vem
ent
Lev
el
S
um
mar
y D
escr
ipti
on
80
—10
0%
Le
vel 4
A
ver
y hi
gh to
out
stan
ding
leve
l of a
chie
vem
ent.
A
chie
vem
ent i
s ab
ove
the
prov
inci
al s
tand
ard.
70
-79%
Leve
l 3
A h
igh
leve
l of a
chie
vem
ent.
A
chie
vem
ent i
s at
the
prov
inci
al s
tand
ard.
60
-69%
Leve
l 2
A m
oder
ate
leve
l of a
chie
vem
ent.
Ach
ieve
men
t is
be
low
, but
app
roac
hing
, the
pro
vinc
ial s
tand
ard.
50
-59%
Leve
l 1
A p
assa
ble
leve
l of a
chie
vem
ent.
A
chie
vem
ent i
s be
low
the
prov
inci
al s
tand
ard.
B
elow
50%
In t
he O
ttawa
-Car
leto
n Ca
thol
ic Sc
hool
Boa
rd,
stud
ents
ta
ke a
cou
rse
each
yea
r in
Rel
igio
us S
tudi
es.
Relig
ious
Ed
ucat
ion
prog
ram
s ar
e ba
sed
on t
he p
olicy
doc
umen
t pu
blish
ed b
y th
e In
stitu
te o
f Cat
holic
Edu
catio
n a
nd t
he
Ont
ario
Con
fere
nce
of C
atho
lic B
ishop
s.
The
Prov
incia
l Rep
ort C
ard
will
repl
ace
scho
ol b
oard
repo
rt
card
s fo
r stu
dent
s in
gra
de 9
and
10.
At
regu
lar i
nter
vals,
st
uden
ts’ a
chie
vem
ent m
ust
be
form
ally
repo
rted
to s
tu-de
nts
and
par
ents
follo
wing
Min
istry
of E
duca
tion
& Tr
ain-
ing
and
Boar
d Po
licie
s.
“T
he P
rovi
ncia
l Rep
ort C
ard
for G
rade
s 9-
12 e
nsur
es
that
all
stud
ents
atte
ndin
g pu
blicl
y fu
nded
sec
onda
ry
scho
ols
in O
ntar
io r
ecei
ve
a st
anda
rd
repo
rt c
ard
ba
sed
on
the
Ont
ario
cur
ricul
um.
The
rep
ort c
ard
prov
ides
cle
ar,
deta
iled,
inf
orm
atio
n to
eac
h st
uden
t an
d hi
s or
her
par
ents
abo
ut h
ow w
ell t
he s
tude
nt is
ac
hiev
ing
the
prov
incia
l cu
rricu
lum
exp
ecta
tions
. It
al
so p
rovid
es o
ppor
tuni
ties
for
stu
dent
s to
ass
ess
thei
r pro
gres
s an
d re
flect
on
the
goal
s th
ey h
ave
set i
n th
eir
annu
al e
duca
tion
plan
s.
In a
dditio
n, t
he r
epor
t ca
rd p
rovid
es o
ppor
tuni
ties
for p
aren
ts to
com
men
t on
stud
ents
’ ach
ieve
men
t an
d to
iden
tify
ways
in w
hich
th
ey c
an s
uppo
rt th
eir l
earn
ing
at h
ome.
” (M
inistr
y G
uide
to th
e Pr
ovinc
ial R
epor
t Car
d, G
rade
s 9-1
2, 1
999)
“… e
stab
lishe
s hi
gh,
inte
rnat
iona
lly-c
ompe
titive
sta
ndar
ds
for
seco
ndar
y st
uden
ts a
cros
s th
e pr
ovin
ce”.
For
eve
ry
cour
se, t
he n
ew c
urric
ulum
out
lines
cle
ar, d
etai
led
expe
c-ta
tions
- th
at is
, spe
cific
know
ledg
e an
d sk
ills s
tude
nts
are
expe
cted
to d
emon
stra
te b
y th
e le
vel o
f the
cou
rse.
Co
urse
s ar
e de
fined
as
acad
emic
or a
pplie
d fo
r th
e co
re
subj
ects
, Eng
lish,
Fre
nch
as a
Sec
ond
Lang
uage
, Mat
he-
mat
ics, S
cienc
e, G
eogr
aphy
and
Hist
ory.
T
hey
diffe
r in
th
e b
alan
ce b
etwe
en e
ssen
tial
conc
epts
and
add
itiona
l ma
teria
ls; a
nd th
eory
and
app
licat
ion.
Ope
n co
urse
s su
ch
as P
hysic
al E
duca
tion
hav
e e
xpec
tatio
ns a
ppro
pria
te to
al
l stu
dent
s.
On th
e ne
w Pr
ovin
cial R
epor
t Car
d fo
r gra
de 9
and
10,
stu
dent
s re
ceive
per
cent
age
grad
es.
The
follo
wing
tabl
e pr
ovid
es
a su
mm
ary
desc
riptio
n of
ach
ieve
men
t lev
els
in e
ach
perc
enta
ge g
rade
rang
e ba
sed
on d
emon
stra
ted
achi
evem
ent o
f cur
-ric
ulum
exp
ecta
tions
in e
ach
cour
se.
Stud
ents
who
hav
e be
en fo
rmal
ly id
entif
ied
as e
xcep
tiona
l thr
ough
the
Iden
tific
atio
n, P
lace
men
t, an
d Re
view
Com
mitt
ee
(IPRC
) will
have
an
Indi
vidua
l Edu
catio
n Pl
an (I
EP) i
ndica
ted
on th
e re
port
card
. An
Indi
vidua
l Edu
catio
n Pl
an (I
EP) m
ay a
lso b
e pr
epar
ed f
or s
tude
nts
who
are
rece
iving
spe
cial e
duca
tion
prog
ram
s an
d se
rvice
s bu
t who
hav
e no
t bee
n fo
rmal
ly id
entif
ied.
Insu
ffici
ent a
chie
vem
ent o
f cur
ricul
um e
xpec
tatio
ns.
A
cre
dit w
ill n
ot b
e gr
ante
d.
y y
His
tory
y y
The
New
Hig
h Sc
hool
Cur
ricul
um
y y
ESL/
ELD
y y
Wha
t doe
s IE
P m
ean
on th
e R
epor
t?
y y
Rel
igio
n an
d Fa
mily
Life
y y
Leve
ls o
f A
chie
vem
ent
xx
Chec
king
thi
s b
ox i
ndic
ates
that
a s
tude
nt i
s re
ceiv
ing
Eng
lish
as
a S
econ
d L
angu
age
(ESL
) or
an E
nglis
h Li
tera
cy
Deve
lopm
ent (
ELD)
pro
gram
.
Fro
m:
Th
e O
nta
rio
Cu
rric
ulu
m 9
an
d 10
Pro
gram
Pla
nn
ing
and
Ass
essm
ent—
1999
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 53
Copy of the Provincial Report Card Grade 9 - 10
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 54
APPENDIX A
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 55
APPENDIX A
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 56
APPENDIX A
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 57
Samples of Assessment Planners
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 58
In using a Planner you will:
} ensure that all expectations are addressed and assessed
} determine the emphasis on significant expectations, insofar as they are
assessed more frequently
} establish a balanced assessment program in view of the categories on the
Levels of Achievement Chart
(i.e., Knowledge, Thinking, Communication, Application).
} An example of a completed planner is included.
} Sample C in Appendix B.
APPENDIX B
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 59
Lis
tin
g of
Exp
ecta
tion
s K
now
led
ge (
K)
Th
ink
ing
(T
) C
omm
un
icat
ion
(C
) A
pp
lica
tion
(A
)
In th
is c
olum
n ar
e lis
ted
the
expe
ctat
ions
fro
m th
e
subj
ect-s
peci
fic
Min
istr
y
Polic
y D
ocum
ent
In th
is c
olum
n ar
e lis
ted
th
e va
riou
s as
sess
men
t te
chni
ques
to a
sses
s
expe
ctat
ions
add
ress
ing
know
ledg
e
UN
IT:
AS
SE
SS
ME
NT
P
RO
GR
AM
P
LA
NN
IN
G
In th
is c
olum
n ar
e lis
ted
th
e va
riou
s as
sess
men
t te
chni
ques
to a
sses
s
expe
ctat
ions
add
ress
ing
thin
king
In th
is c
olum
n ar
e lis
ted
th
e va
riou
s as
sess
men
t te
chni
ques
to a
sses
s
expe
ctat
ions
add
ress
ing
com
mun
icat
ion
In th
is c
olum
n ar
e lis
ted
th
e va
riou
s as
sess
men
t te
chni
ques
to a
sses
s
expe
ctat
ions
add
ress
ing
appl
icat
ion Sa
mpl
e A
APPENDIX B
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 60
Exp
ecta
tion
s P
erfo
rman
ce
Tas
k 1
P
erfo
rman
ce
Tas
k 2
Q
uiz
S
elf
A
sses
smen
t Jo
urn
al
•Fo
r ea
ch e
xpec
tatio
n or
gro
up o
f ex
pect
atio
ns a
lette
r sh
ould
app
ear
whe
re th
e ex
pect
atio
n is
ass
esse
d.
Use
K f
or k
now
ledg
e, T
for
thin
king
, C f
or c
omm
unic
atio
n, a
nd A
for
app
lica
tion
Sam
ple
Teach
er T
ool
for:
Assessm
en
t P
ro
gra
m P
lan
ner
Tra
ck
ing
of
Ex
pecta
tio
ns A
ssessed
liste
d or
adj
uste
d fr
om th
e co
urse
pr
ofile
K, T
, A, C
K
, T, A
, C
K, A
T
, C
T, C
Sam
ple
B
Assessm
en
t S
tra
teg
ies
APPENDIX B
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 61
Samples of Tracking Forms
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 62
Ongoing assessment tasks (70%)
Student
F I n a l
Student Tracking for title of course
APPENDIX C
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 63
AS
SE
SS
ME
NT
& E
VA
LU
AT
ION
TR
AC
KIN
G S
HE
ET
SA
MP
LE
S
tude
nt _
____
____
____
____
____
____
____
____
____
__
Gra
de/C
ours
e __
____
____
____
____
___
T
erm
/Sem
este
r___
____
____
_
(
Sub
ject
Spe
cifi
c)
MO
DU
LE
Ass
essm
ent
Tas
ks
Mos
t
Rec
ent
Con
sist
ent
Lev
el
%
% b
y
Cat
egor
y (s
ee s
ub
ject
sp
ecif
ic)
Kno
wle
dge
&
Und
erst
andi
ng
x =
Com
mun
icat
ion
x =
Thi
nkin
g &
In
quir
y
x =
App
lica
tion
x =
TO
TA
L
Tot
al
____
____
%
APPENDIX C
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 64
Sample Rubric Template
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 65
Sample Rubric
Task Mark: /32
Categories Below Level 1 Mark: (0-3)
Level 1 Mark: (4)
Level 2 Mark: (5)
Level 3 Mark: (6-7)
Level 4 Mark: (8)
M a r k
K
(Criteria
Descriptors)
/8
T
/8
C
/8
A
/8
APPENDIX D
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 66
Achievement Chart E
xpec
tati
ons
Cat
egor
ies
Bel
ow L
evel
1
Lev
el 1
L
evel
2
Lev
el 3
L
evel
4
K
now
ledg
e/
Und
erst
andi
ng
In
suff
icie
nt
Evi
denc
e
The
stud
ent
The
stud
ent
The
stud
ent
The
stud
ent
Th
inki
ng/
Inqu
iry
In
suff
icie
nt
Evi
denc
e
The
stud
ent
The
stud
ent
The
stud
ent
The
stud
ent
C
omm
unic
atio
n
Insu
ffic
ient
E
vide
nce
The
stud
ent
The
stud
ent
The
stud
ent
The
stud
ent
A
pplic
atio
n
Insu
ffic
ient
E
vide
nce
The
stud
ent
The
stud
ent
The
stud
ent
The
stud
ent
APPENDIX D
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 67
Glossary of Terms
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 68
Glossary Achievement Chart: The chart provides a standard province-wide method for teachers to use in assessing and evaluating students’ achievement. Achievement levels: These are levels or degrees of achievement described in detail in the Achievement Charts (which appear in detail in the secondary curriculum policy documents). These levels of achievement are associated with percentage grades. Level 4: 80-100% - achievement above the provincial standard Level 3: 70-79% - achievement at the provincial level (student is well prepared for work in the next grade or course) Level 2: 60-69% - achievement is below but approaching the provincial standard Level 1: 50-59% - achievement below provincial standard Below 50% no credit is given Exemplars: These are samples of students’ work that illustrate achievement at each of the achievement levels. These will be provided by the MET. Learning Skills: These are skills that can be demonstrated by a student across the curriculum and in other behaviour at school. (i.e. homework and work habits, teamwork, initiative, etc.) Letter grades are used in the evaluation of Learning Skills. (i.e. E – excellent / G – good / S – satisfactory / N – needs improvement) Final Grade: 70% of the students’ final grade will be based on assessments and evaluation conducted throughout the course. 30% will be based on a final evaluation in the form of an exam, a performance essay, and / or an other method of evaluation suitable to the course con-tent and administered towards the end of the course. Performance Tasks: These are demonstrations of selected expectations that a teacher fo-cuses on for an assessment. (i.e., a student may be assigned a given problem wherein the solu-tion will entail collection and management of data. The student may also be required to use a scientific calculator to resolve the problem.).
APPENDIX E
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 69
Glossary (cont’d) Accommodations: These are supports and services provided to facilitate the achievement of learning expectations by exceptional students. These might include; assignment of specialist staff members, provision of equipment and or materials such as learning materials in Braille, changing the time requirement for completion of assignments or assessment tasks, changing the format or the assessment materials, etc. (refer to p. 75 of OSS). IEP: Individual Education Plan – identifies the exceptional student’s learning expectations; outlines how the school will help the student achieve the expectations; and identifies the meth-ods by which the student’s progress will be reviewed. R: Appearing on the Report Card indicates extensive remediation is required or is being pro-vided. ESL / ESD: Students participating in these programs may require program adaptations in some of their courses. A teacher should check the appropriate box on the report card for every course affected by either one of these programs.
APPENDIX E
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 70
Secondary School Reform
Phase 4
Terminology Strands: Strands represent the various areas/domains that the course of study includes. Expectations: Expectations describe the knowledge and skills students are expected to develop and demonstrate in their classroom, on tests and in various other activities. Evaluation and assessment are expectation driven. For each strand, there are two sets of expectations: Overall expectations describe in general terms the knowledge and skills the students are expected to demonstrate at the end of the course. Specific expectations describe the expected knowledge and skills in greater detail. They are organized under subheadings in order to help teachers to focus on particular aspects of knowledge as they plan learning activities. Rubric: A rubric is a scoring scale, consisting of a set of achievement criteria and description of levels of performance used to assess students’ work or to guide students to desired performance levels. It should be given to students prior to the task and, where applicable, should incorporate student input. Achievement Chart : Each subject document of the Ontario Curriculum includes an achievement chart that defines the four achievement levels. Each chart is organized into four broad categories of knowledge and skills that are connected to the expectations. Thus, it provides feedback to students on their current achievement and suggests strategies for improvement. Assessment and Evaluation: Assessment is the formal or informal process of gather information from a variety of sources that reflect how well a student is achieving the curriculum expectations of a course. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, such as the Provincial Standard, and then assigning a value to represent that quality. There are three types of assessment
APPENDIX E
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 71
Secondary School Reform - Phase 4 -Terminology… cont’d There are three types of assessment: Diagnostic assessment is used to determine the status of a group, or of a student. Formative assessment is the ongoing collections of information that enables teachers to track, support and guide students’ continuous progress towards achievement of expectations. Summative evaluation determines student achievement at the end of a unit, course, term or year. It is the process through which teachers make formal judgment about student achievement to be used in reporting results in relation to expectations. Culminating Performance Assessment Task: It is a major student project that is based on sev-eral expectations (usually overall expectations) and includes a problem-solving opportunity. It also allows a range of responses and therefore, it is not overly prescriptive. It is based on an au-thentic context and is assessed with a rubric by the teacher. In short, it provides the student with the opportunity to synthesize essential knowledge and skills and apply them in a new context. Usually it occurs: at the end of a unit- part of the 70% at the end of a course– part of the 30% Essential Courses: Locally developed courses for students who cannot meet the expectations of the academic or applied courses of Mathematics, English and/or Science. A student can only take three (3) essential courses throughout High School. Crossover Materials : Materials that bridge the gap in the expectations between two kinds of Grade 9 courses, whether a student is moving from academic to applied or vice-versa. They are recommended, but not compulsory.
APPENDIX E
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 72
Terms
1. Strand: • broad curriculum area • a particular knowledge/skills set within a discipline • In all of the arts the strands: a) theory b) creation c) analysis 2. Overall Expectation: • describe in general terms the knowledge/skills that students are expected to demon- strate by the end of each course 3. Specific Expectations: • describe in more specific terms the knowledge/skills that students are expected to demonstrate 4. Assessment: • gathering information to determine student achievement 5. Evaluation: • process of judging the quality of student works on the basis of established criteria and assigning a value to represent that quality 6. Achievement Chart: • reference point for all assessment practice and a framework within which to assess and evaluate student achievement
7. Achievement Chart Contains Four Broad Categories: In the Arts: a) knowledge/understanding a) theory (knowledge/understanding) b) thinking/inquiring b) thinking/inquiry c) communication c) communication d) application/making connections d) creation (application) 8. Process Exam Examination conducted over several periods/days, directed at gathering information about knowledge, skills, communication and application skills.
APPENDIX E
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 73
Tips for Designing Quality Tests/Exams
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 74
TIPS FOR DESIGNING QUALITY TESTS/EXAMS Some of the important factors that need to be considered in judging the quality of a classroom tests and system exams are suggested by the following ten topics and questions: 1. Relevance: Do the types of questions included in the exam reflect the general objectives
of the course and are they phrased in a format familiar to all students? 2. Balance: Is the proportion of items dealing with each aspect of achievement consistent
with Board and Ministry guidelines? Are items selected appropriate to the exam design ma-trix?
3. Objectivity: Are the questions clear enough and the answers definite enough so that any
expert in the field covered by the exam would get a perfect or near perfect score? Has there been input from other teachers? Has it been reviewed by your colleagues? Is there consen-sus on the questions to be used?
4. Levels of cognitive complexity: Do the questions sample the whole range of levels
of skill development e.g., application, comprehension, knowledge, analysis, synthesis, and evaluation?
5. Difficulty: Are the exam questions and the exam as a whole appropriate in difficulty,
neither too hard nor too easy to function effectively with the examinees for which the exam is intended? Is the exam designed in such a way as to provide a fair measure of the stu-dent’s competence to advance to the same subject area in a higher grade or for entry to a post-secondary institution?
6. Discrimination: Do the individual questions discriminate sharply between examinees of higher and lower achievement and does the test as a whole yield a wide distribution of scores for students who differ in achievement? 7. Comparability: Does the exam yield scores that are consistent with those obtained
from equally good independent measurements of the same achievement? How does the exam measure up against term work? How did the students do relative to the last system exam in this subject?
8. Fairness: Is the exam constructed and administered so that each student has a good, and
an equal, chance to demonstrate his real achievement in the area covered by the exam? 9. Exam length: Is the exam appropriate in length for the time available, so that good use
is made of the examination period without allowing the examinee’s rate of work to have an undue influence on the score he receives?
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 75
Checklist for Planning a Test
Decide on the content to be tested. �� Decide on the cognitive level of measurement: �� e.g., knowledge, comprehension, application, analysis, synthesis, evaluation) Decide on the relative emphasis for each category. �� Review examples of verbs which appropriately reflect the skills �� you are assessing (see handout). Decide on which item types to include: �� (e.g., selected response such as fill in the blanks, true-false, matching, multiple -choice, short answer, or extended response (essay, performance assessment). Decide on the length of the test in terms of the number of items. �� Keep in mind that items that assess higher thought processes take more time than rote memory, and that the vocabulary level and difficulty of the item are related to reading time. Decide what distribution of difficulties are appropriate for the �� questions included in the test. Decide in advance, the criterion for success on each item and �� on the test as a whole (including presentation).
Involve students in writing practice items and/or reviewing old exams. ��
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 76
Checklist for Test Item Quality For all selected response formats it is important that…. Items clearly written and focused � Question posed � Lowest possible reading level used � Irrelevant clues eliminated � Items reviewed by colleague � Scoring key double checked � Multiple Choice Items Item stem poses a direct question � Repetition eliminated from response options � One best or correct answer is provided � Response options are brief and parallel � Number of response items offered fits item context � True/False Items Statement is entirely true or false as presented � Matching Items Clear directions are given � List of items for matching is brief � List consists of homogeneous entries � Response options are brief and parallel � Extra response options offered � Fill-in-the-Blanks A direct question is posed � One blank is needed to respond � Length of blank is not a clue �
The main advantage of the above formats is scoring efficiency. As well, you may be able to use bubble and scantron sheets for automated scoring.
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 77
THE MEANING OF THE WORD “DISCUSS”
DISCUSS CAN MEAN DIFFERENT THINGS TO DIFFERENT PEOPLE.
HERE ARE SOME INTERPRETATIONS GIVEN BY STUDENTS !
Ø Show or prove by explanation. Ø Discuss means explain in my own words using an introduction and conclusion to the statement. In
the body I would put in a few points and relate them to the story to prove or disprove the statement. Ø Discuss means to analyze in depth. Ø Discuss means to present analogies and comparisons and through their juxtaposition come to a con-
clusion based on evidence. Ø Discuss means to explain fully what is meant by the statement. Ø Discuss means to tell all you know and use proofs. Ø Discuss means to talk about, to show how different events are related. Ø Discuss means to put down facts with evidence that supports them. Ø Discuss means to talk about the importance of character, plot, etc.
Ø Discuss means to analyze, covering the question from every possible angle. Ø Discuss means to write as much as you can about something, using examples to illustrate. Ø Discuss means to present all the facts and express both sides of the argument and then give your per-
sonal opinion.
Ø Discuss means to say everything you know about whatever is asked. What do you mean by the term discuss? _____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_________________________________________________________________________________________
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 78
Directing Words
Students must clearly understand the meanings of other frequently used directing words. It is im-portant that students understand what each of their teachers mean by these directing words. Some other directing words and the usual meaning for each are listed below.
Contrast Bring out the points of difference. Example: Contrast Jane Austen’s Pride and Prejudice with William Thackeray’s Vanity Fair. Compare Bring out the points of similarity AND points of difference. Example: Compare the games of basketball and lacrosse. Criticize State your opinion of the correctness or merits of an item or issue. (Criticize may involve approval, disapproval or both). Example: Criticize the use of nuclear power as a means of generating electricity. Define Give the meaning of a word or concept by placing it in the class to which it belongs and setting it off from other items in the same class. Example: Define the term “archetype.” Describe Give an account of; tell about; give a word picture of. Example: Describe the Pyramids of Giza. Enumerate Name or list in some order and in concise form. Example: Enumerate the great Dutch painters of the seventeenth century studied this term. Evaluate Give the good points and the bad ones; appraise; give an opinion regarding the value of; explore the advantages and disadvantages of. Examples: Evaluate the use of teaching machines in classroom learning. Explain Make clear; interpret; make plain; tell “how” to do; tell the meaning of. Example: Explain how scientists can, at times, trigger a rainstorm. Illustrate Use a picture, diagram, chart or concrete example to clarify a point; using words, make clear by us-ing examples. (The wording of a question using the directing word illustrate must make clear to student whether or not a sketch or diagram should be used to answer the question.) Example: Illustrate, through sketches, the use of catapults in medieval warfare. Illustrate, by giv-ing three examples from To Kill a Mockingbird, how Atticus Finch was a good father.
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 79
Directing Words (cont’d) Interpret Make plain; give the meaning of; give your thinking about the meaning of. Example: Interpret the line “He jests at scars who never felt a wound,” and relate it to … Justify/Show How Show good reasons for, or give evidence and present facts to support your position. Example: Justify the American entry into World War II. Outline Give, in order, the main points of; sketch, in general terms. Example: Outline Neville Chamberlain’s argument for trying to appease Hitler in the late 1930’s. Prove Establish the truth of something by giving factual evidence or logical reasons. Example: Prove the reflector property of the parabola and relate it to use of dish antennae. Summarize Briefly give or review the main points. Example: Summarize the ways in which food can be preserved. Trace Follow the course of; give a description of the development of. Example: Trace the development of counting machines from the abacus to the microcomputer.
APPENDIX F
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
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Developing Performance Tasks
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
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The suggested steps in developing a performance task: 1. Identify a unit (a cluster of expectations) 2. Select the key expectations for that unit. Ideally 3-6 expectations are man-
ageable for a performance task. If more expectations are considered key you may wish to develop more than one performance task.
3. Consider each expectation: what it means, and how well students demon-strate that they have achieved the expectations.
4. Design a performance task on which students could demonstrate their achievement of the chosen expectations – the key learnings.
5. Design a task-specific rubric for the performance task. This could be done alone, with other teachers, or preferably with the students.
- Ensure a balance among the categories on the levels of achievement chart.
- Determine what you will look for as students do the task. These ‘look fors’ become the criteria and are derived from the expectations.
- Complete the descriptors for each of the levels on the chart. Envision what the performance will look like as it pertains to each of the criteria and provide meaningful descriptions that will guide students to move from one level to the next.
6. Provide the rubric for the students when they begin the task. Students should be involved.
7. Following completion of the performance task, teachers should reflect on students’ work on the activity and generate a plan for revising the task for the next time.
Developing Performance Tasks Performance tasks include the following features: - they provide opportunities for students to demonstrate achievement of
significant skills and knowledge; - they are engaging, meaningful activities focusing on real- life problems
with real-world constraints and applications; - they include both process and product/performance; - they should be completed in class where possible; - they should be completed at the end of a unit and/or a course; - they should integrate strands, where possible; - they are assessed using a rubric which includes the four categories on the
achievement chart; - they assess an individual student’s achievement of the expectations; - they provide opportunities for assessment of learning skills.
Performance tasks are:
Engaging, meaningful
activities focusing on
real-life problems with
real-world constraints and
applications.
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ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 82
PERFORMANCE TASKS—KEY CHARACTERISTICS
ØØ students have some choices in selecting or shaping the tasks;
ØØ the task requires both the elaboration of core knowledge content and the use of key processes;
ØØ the task has an explicit scoring system;
ØØ the task is designed for an audience larger than the teacher, i.e., others outside the classroom would find value in the work;
ØØ the task is carefully crafted to measure what it purports to measure.
From Lewin & Shoemaker, Great Performances
ASCD, 1999:5
APPENDIX G
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 83
DEVELOPING PERFORMANCE TASKS 1. Be clear about your expectations, i.e., knowledge and
skills
2. Overlay the achievement chart, i.e., know the initial elements that must be demonstrated in a performance.
3. Create and describe a real world context, i.e., the audience, situation, and theme must engage students.
4. Write a short description of the task.
5. Combine steps 1-4 in an assignment sheet.
6. Develop your scoring guide(s) (e.g., rubric), ideally with your students.
Adapted from Lewin & Shoemaker, Great Performances
ASCD, 1999:p.
APPENDIX G
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 84
Sample
Sample Planning Tool: Grade 9 Geography Academic Profile
Activity/Unit
Expectations
Assessment Strategies
Achievement Chart Categories (K,T,C,A)
1
UMVO3B, MIV01B, UM204D, MI101B, M1201D
• Teacher observation
• Conference • Assignment ru-
bric
K, T, C
K, T, C K, T, C, A
2
MIV01B, MI201D, MI204B, MI208B, MI211D, MI101B, MI213B
• Observation checklist
• Organizer • Assignment ru-
bric
K, T, C
K, T, C K, T, C, A
3
GCV02B, MIV01B, MI101B, MI102B, MI201D
• Teacher observation
• Test
K, T, C
K
4
GCV01D, GCV02B, MIV01B, MIV03D, MI204B, MI208B, MI211D, GC101D, GC301D, MI201D
• Conference • Peer assessment
using oral presentation rubric
K, T, C K, T, C
5
GCV02B, MIV01B, GC101D, GC102D, GC203D
• Conference • Teacher
observation
K, T, C K, T, C
6
GCV02B, GCV03B, MIV01B, MIV03D, GC101D, GC102D, GC103B, GC202D, MI101B, MI102B, MI203D, MI206B, MI210D, MI211D, MI304D
• Performance task rubric
K, T, C, A
APPENDIX G
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 85
Performance Task form the Assessment Planner
Student
Quiz 1
Quiz 2
Sample
Student Tracking
APPENDIX G
ASSESSMENT, EVALUATION AND REPORTING– MANUAL
GRADE 9, GRADE 10, GRADE11 AND GRADE 12
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 86
Simulation Computer Program Game
Audio/Video tape News Program CD-ROM
Performance Overheads Docudrama Experiment Invention
A PERFORMANCE MAY BE…..
Report Essay
Lecture Rock Opera Report Poetry
Questionnaire Story Debate
Seminar Choral Speech
Telephone Conversation Song
Talk Show
Musical Composition
Discussion Group
Slogan/Jingle
Scenario
Play
Play Script
Magazine Article
Survey
Book Review/Report
Diary
Document Proclamation
“What if” story Annotated Bibliography
Newspaper Article
Group Anthology Book
Manual Myth/
Letter to editor/ Author/expert
Booklet
Skit Prototype
Puppet Show Demonstration
Slide Show
Poster Scrapbook
Advertisement Pantomime
Book Cover Scroll Timeline Manual
Puzzle Brochure Vertical File
Pamphlet Map
Model
Blueprint
Artifact
Collection
Mobile Costume
Photo Essay
Mural Masks
Project Cube(s) Artistic Creation
Sculpture Web
Cartoon or comic strip
Photographs
Learning Centre
Display
Chart Diorama
Construction Diagram
Illustration Matrices
© Scarborough Board of Education 1996; The Handy Easy Learning Play Skillsbook for the Transition Years, 1995, Scarborough, Ontario
APPENDIX G