Havergal College Course Calendar, 2019-20 Academic Year

• 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 9–12) Thirty percent 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. Determining the Report Card Grade (p 39) The teacher will: • consider all evidence collected through observations, conversations, and student products with special consideration given to more recent evidence (p 39) ; • consider evidence for all assessments for evaluation that the student has completed or submitted, the number of assignments that were not completed or submitted, and the evidence that is available for each overall expectation; • consider that some evidence carries greater weight than other evidence; • weigh all evidence of student achievement in light of these considerations, and use professional judgement to determine the student’s report card grade, which represents the student’s achievement of overall curriculum expectations, as demonstrated to that point in time; • show students their report card grade prior to putting it on the report card and explain to students how that grade was determined.

In determining the report card grade, we have defined “most consistent” and “most recent” to provide for greater consistency, predictability and transparency: • Most consistent: The most consistent level for a set of marks is the level that more than half of marks either equal or surpass. • Most recent: When the majority of recent marks lie above or below the most consistent level, the overall mark will be raised or lowered. (Dates for determining which marks are considered recent shift according to the reporting period and are set according to the type of courses, e.g., semestered full-year, non-semestered or half credit courses.) • Pegged levels: the level for each category is pegged according to a predetermined scale. • Grades are not determined using the arithmetic mean or average but are based on the pattern in the evidence the student has provided. Grades 1 to 6 For Grades 1 to 6, student achievement of the overall curriculum expectations will be evaluated in accordance with the achievement chart categories (knowledge/understanding, thinking, communication and application) and will be reported using four levels of understanding ( 4 , 3 , 2 , 1 or R to indicate work that is incomplete) (p 40) . Grades 7 to 12 For Grades 7 to 12, a student’s achievement of the overall curriculum expectations will be evaluated in accordance with the achievement chart categories (knowledge/understanding, thinking, communication and application) and will be recorded on the report card using percentage marks (p 40) . The conversion chart below shows how the four levels of achievement are aligned to the percentage marks found on the report cards: (p 40)

Most Consistent/

Havergal Scale

Recent Level 4+

100

4

94 85 75 65 55 40 25 10

4-

3 2 1

R+

R

R-

0

0

The Meaning and Use of “I,” “R” and of percentage marks below 50% The code “R” represents achievement that falls below Level 1 and is used in the evaluation and reporting of student achievement in Grades 1 to 8. For achievement below Level 1 in Grades 9-12, percentage marks below 50% are assigned on the report card (p 41) . Both “R” and marks below 50% signal that additional learning is required before the student begins to achieve success in meeting the course expectations. For Grades 1 to 10, teachers may also use the code “I” on the report card to indicate that insufficient evidence is available to determine a final grade. In Grades 9 and 10, a student who receives an “I” on the final report card to indicate insufficient evidence will not receive a credit for the course (p 42) .

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