Presentation on theme: "Assessment and Evaluation"— Presentation transcript:
1 Assessment and Evaluation Holy Name of Mary Catholic Secondary School
2 Determining the Final Grade tests, quizzes, essays, projects,demonstrations, oral presentations, performance tasks, etc.always reflective of board-wide category weightings30% FINALexam, culminating performance task, EQAO*, etc.category weightings proportionally match those of the 70% TERM
3 Assessment & Evaluation Ensure good variety in all assessment and evaluation!!! See “Secondary Category Weightings 2002” handout for suggestions.Evaluation
4 Assessment: Record Keeping MarkBook is the calculation tool used by most teachers.It is set up to reflect the 4 categories ofachievement and skills, as per Ministry policy:Knowledge/Understanding Thinking Communication Application.
5 CPTs and the Final 30% Evaluation A Culminating Performance Task (CPT) is a consolidation of learning and a demonstration of student achievement administered towards the end of the course.The school will communicate to students and their parents/guardians the timelines for CPTs and the potential academic consequences for missing part or all of this final evaluation.
6 Sample CPT in Geography The study of Canadian Geography is all about connections. It’s about who you are and how you relate to the world around you. Students in the grade 9 geography course have studied Canada’s natural diversity, natural resources and related environmental issues, economic diversity, people and population as well as Canada’s global connections. Canada is truly one of the best countries in the world in which to live .
7 Sample CPT continued…As part of the grade nine program, you are required to complete a culminating performance task worth 10% of your final grade.More precisely, you are to prepare a travel documentary on a region of Canada to illustrate why it is, in fact, one of the best places in the world in which to live.
8 Sample CPT continued…You are to include in your travel documentary the following overall expectations:demonstrate an understanding of the natural and human systems of your region;analyse ways in which natural systems interact with human systems and make predictions about the outcomes of these interactions;report on global issues that affect Canadians.
9 Sample Rubric for a CPT Application Criteria N/A Level 1 (50-59%) (60-69%)Level 3(70-79%)Level 4(80-100%)A-Transfer of knowledge and skills to new contexts (e.g.1. geographic skills2 .MLA procedures,3. computer technology)Transfers geographic skills to new contexts with limited effectiveness(2.5)Transfers geographic skills to new contexts with some effectiveness(3)Transfers geographic skills to new contexts with considerable effectiveness(3.5)Transfers geographic skills to new contexts with a high degree of effectiveness(4-5)Applies MLA procedures to new contexts with limited effectivenessApplies MLA procedures to new contexts with some effectivenessApplies MLA procedures to new contexts with considerable effectivenessApplies MLA procedures to new contexts with a high degree of effectivenessApplies computer skills with limited effectivenessApplies computer skills with some effectivenessApplies computer skills with considerable effectivenessApplies computer skills with a high degree of effectiveness
10 Proper CitationAll students are taught proper citation in grade 9 as a component of their religion CPT.Students submit their works cited to Teacher-Librarian where it is individually corrected.Students receive a level 4+ mark when the document is error free which shows mastery of the concept.
11 PlagiarismPlagiarism is a serious academic offence. It is the act of claiming another’s work as one’s own. Some examples of plagiarism are, but not limited, to:reusing an essay, assignment, etc. from another coursecopying a friend’s homework or projectusing another person’s ideas as one’s owncopying and pasting text from an electronic sources, online database, Internet without citing and identifying as a quotationbuying a paper from the Internet or another source.
12 Plagiarism Other examples include: finding an essay, assignment, etc. in another language and then translating it;falsifying a citation; quoting a source without citation;paraphrasing but not citing the source;copying and pasting graphics without citing the source.(Ontario Language Association 2003)
13 Plagiarism Depending on the offence, an appropriate consequence, such as a zero, may be assigned.The teacher will inform parent(s)/guardian(s) andadministration of such an offence.
14 Achievement ChartIn Ontario, the achievement chart is a standard province-wide guide to be used by teachers.It is divided into four broad categories of knowledge and skills and feedback within each category is provided to students:Knowledge/Understanding Thinking Communication Application.It also outlines levels of achievement of the curriculum expectations.
15 Levels of Achievement Grade Range Achievement Level Summary Description%Level 4A very high to outstanding level of achievement, above the provincial standard.70 – 79%Level 3A high level of achievement, at the provincial standard.%Level 2A moderate level of achievement, below, but approaching, the provincial standard.50 – 59%Level 1A passable level of achievement, below the provincial standard.Below 50%Insufficient achievement of curriculum expectations. A credit will not be granted.
16 Achievement Chart 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.(p. 14 Program Planning and Assessment 2000)
18 LevelOneAs writer of this assignment I would like to consider the consequences of “child labour”. Child labour is abuse to children who are working for 18 hours a day and only being payed 13 cents an hour. What are they working for? They are working for greedy, selfish, abusive people that don’t have the right to do that to children or anyone…Most of the children that work at these factories are abused if they do their work incorrectly or if they are taking a break. The children hardly get anything to eat.
19 LevelTwoTheir young, rich, beautiful and ‘skinny’. Who are they, they’re the people we see on TV and in magazines. Men want them and women want to be like them. So what do the girls do, to try to be like them, ‘diets’. If diets don’t work or take to long, they begin to have eating disorders. For example ‘anorexia’ or ‘bulemia’ . One in particular is ‘anorexia’. It is one of the leading causes of death in teens.
20 LevelThreeIn Canada, you have to be over the age of 19 to smoke, yet teens are getting hold of cigarettes and influencing other kids to begin. In fact, more than 3000 kids become addicted to smoking each day. Would you consider that information, would you believe that’s over one million per year? To many teens are becoming smokers and are unaware of the affect it has on themselves and others.
21 LevelFourMany children’s stories describe one individual being singled out and tormented. It is always the poor relative, the step sister or the ugly duckling who suffers at the hands of others. This is discrimination. Discriminating is the act of prejudging and stereotyping people (Nelson 396). It may affect any one regardless of sex, race or beliefs. Discrimination is harmful and detrimental to all of society. It affects the way people feel about themselves and their self-esteem.In the poem “Two Prisoners” written by Raymond Souster, there is a verse that shows discrimination. …
22 Assessment and Evaluation Policy ContentsDefinition of key assessment termsEvaluation
23 Assessment and Evaluation Policy ContentsAchievement Chart:4 categories4 levels of achievementFinal Evaluation/Final GradeReporting MethodsLearning Skills
24 Assessment and Evaluation Policy Contents (continued)Academic penalties and consequencesMissed assignments, presentations, and performancesPlagiarismCheatingSuspensions
25 Assessment and Evaluation Policy The Assessment and Evaluation Policyis outlined for studentsin the Student Agendaon pages
26 Final Evaluations The final evaluation is 30% of the course grade. This can be a combination of the following:a culminating performance task (CPT)a formal exam.These final examinations are an integral partof the evaluation process.
27 Final EvaluationsStudents are expected to write the final examination within the timeframe of the exam schedule.No term test or major projects will take place one week prior to the start of the formal exam period.
28 Final Evaluations: Illness Students who are absent from an exam due to illness must provide a doctor’s certificate to the office before the end of the exam period.Students who are absent due to illness and do not provide a doctor’s certificate will receive an exam mark of zero (0).The teacher/administrator reserves the right to have a student write a final examination, even if the student produces a medical note.
29 Final Evaluations: Vacation Exams will NOT be rescheduled to accommodate a student holiday and failure to write the exam will result in a mark of “0”.
30 Final Evaluations: Suspension If a suspension falls into the exam schedule, Safe School Policies and Procedures will be followed.
31 Final EvaluationsSPECIAL CIRCUMSTANCES – Students with special circumstances must speak to a member of the administration team.
32 Final Evaluations Students must be in proper uniform to write an exam. An opportunity is provided for students each semester to review their final evaluation for each course.Students are encouraged to take advantage of this opportunity.
33 ReportingFormal reports are issued twice each semester: one at mid-semester and one at the end of the course.Each report will include attendance, lates, grade, course median, teachers’ comments and learning skills.Parent/student/teacher interview night is scheduled shortly after the mid-semester report cards have been distributed.
34 The Ontario Secondary School Report Card Areas of Student AchievementThe Provincial Report Card focuses on two distinct, but related, aspects of student achievement:the achievement of curriculum expectations;the development of learning skills.
35 ReportingPercentage grades and comments are used to report on the student’s achievement of curriculum expectations in each course.The percentage grades reflect the level of achievement of the curriculum expectations,The comments focus on progress by describing strengths, areas for improvement, and next steps.
36 Learning SkillsThe student’s learning skills in each course are evaluated using a four-point scale:E – ExcellentG – Good,S – SatisfactoryN – Needs Improvement.Teachers may also include comments on the student’s learning skills when those skills have a particularly significant impact – positive or negative – on achievement.
37 Percentage GradeStudent achievement of the curriculum expectations is reported on the Provincial Report Card using percentage grades.
38 70% Term70% of the grade will be based on evaluations undertaken throughout the course.This portion of the grade should represent the student’s most consistent level of achievement, with special consideration given to the more recent evidence of achievement.
39 30% Final30% 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.
41 Response FormThe Response Form is the last page of the first report card in semestered schools, and of the first and second report cards in non-semestered schools. It is not included in the final report card.The completed Response Form must be returned to the school and filed in the OSR with the other pages of the report card.
43 HomeworkHomework completion is a learning skill that is reported separately on the provincial report card.
44 HomeworkThe purpose of homework for students is to provide opportunities to:complete work begun in classapply and practise skills and knowledge taught in classprepare for the next classmonitor their own learningalert them to difficulties and the need to seek clarification.