Havergal College Course Calendar, 2017-18 Academic Year

As essential steps in assessment for learning and as learning, teachers will: • plan assessment concurrently and integrate it seamlessly with instruction to inform instruction, guide next steps, and help teachers and students monitor students’ progress towards achieving learning goals (pp 29, 30, 33) . • identify and share specific learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses (pp 28, 32, 33) . • gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools (pp 28, 34) . • give and receive specific and timely descriptive feedback that informs students about what they are doing well, what needs improvement, and what specific steps they can take to improve (pp 29, 32, 34) . • help students to develop skills of peer and self- assessment including setting individual goals (pp 29, 35) . 6. Assessment of Learning (Evaluation) Assessment of Learning (Evaluation) is the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality (p 38) . Evaluation summarizes and communicates what students know and can do with respect to the overall curriculum expectations at a particular point in time (p 39) . Assessment of Learning (Evaluation): evidence is used to make judgements about how well students are learning according to a standard. Reporting on that information takes place at the end of a unit of study or at the end of a reporting period. a. Course Work The course work grade consists of evaluations conducted throughout the year. The evaluation of student learning is the responsibility of the teacher and must not include the judgement of the student or of the student’s peers (p 39) . The course work grade will: • address the achievement chart categories in a balanced manner with respect to the four categories (knowledge and understanding, thinking, communication and application) (p 17) ; • represent evidence gathered from a variety of completed assessments throughout the course (p 17, 39) ;

• reflect the individual student’s achievement of the overall expectations (p 38) ; • include evidence that is collected over time from three different sources: observations, conversations, and student products (p 39) ; • include assignments and tests that have been completed, whenever possible, under the supervision of a teacher and not include ongoing homework that students do to consolidate their knowledge and skills or to prepare for the next class (p 39) ; • reflect individual achievement; assignments for evaluation may involve group projects as long as each student’s work within the group project is evaluated independently and assigned an individual mark (p 39) ; • emphasize students’ most consistent level of achievement within a unit and throughout the year although special considerations should be given to more recent evidence of achievement (p 41) ; • include evaluations that were preceded by opportunities for students to practice skills, demonstrate knowledge and receive feedback; • be derived from evaluations that are consistent in nature and complexity across sections of a course. Final Evaluation (Grades 7–12 only) Twenty percent (Grades 7–8) or 30 percent (Grades 9–12) of the final grade will be based on a final evaluation administered at or toward the end of the course. This evaluation will be based on evidence from one or a combination of the following: an examination, a performance, an essay or other method of evaluation suitable to the course content and expectations. The final evaluation allows the student an opportunity to demonstrate comprehensive understanding of the overall expectations for the course (p 41) . The final evaluation grade will: • evaluate individual student’s achievement of overall course expectations (p 41) ; • be similar to other assessments that students have encountered throughout the course; • be consistent in nature and complexity across sections of a course; • be completed by Grade 9-12 students in order to achieve the course credit (p 41) . The final grade consists of a grade for the course work and a grade for the final evaluation with the following weighting: Grades Course work % Final Evaluation % JK–6 100 n/a Grades 7–8 80 20* Grades 9–12 70 30

*Some Grade 7-8 courses do not have a final evaluation, and therefore course work will comprise 100% of the final grade.

18  HAVERGAL COLLEGE | Course Calendar 2017–18