KCSOL Assessment & Evaluation Policy
Our policy is consistent with Ontario Ministry of Education policy and reflects the vision of KCSOL.Purpose
The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course. A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and in order for the teacher to gather information to provide feedback. Assessment tasks relate directly to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like.
Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria, and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through:
- Products
- Observations
- Conversations
Assessment Types
There are three categories of assignments in this course:
- Assessment AS learning: Self-Evaluation, Reflective Journals, Blog
- Assessment FOR learning: Discussions, Activities
- Assessment OF learning: Essays, Tests, Quizzes, e-Portfolio, Final Exam
As the students work through the content of this course they will periodically come across instructions for them to submit assignments for assessment or evaluation. There will be directions to guide them to the proper place for submission of their assignment or activity.
There are three categories of assignments in this course:
- Assessment AS learning: Self-Evaluation, Reflective Journals, Blog
- Assessment FOR learning: Discussions, Activities
- Assessment OF learning: Essays, Tests, Quizzes, e-portfolio, Final Exam
Assessment AS
Some of the activities in the course are designed to help monitor students' progress towards achieving their learning goals and their overall understanding of the course content. They will not be given a formal mark, but do contribute to the development of the student as an autonomous learner. Self-evaluations, reflective journals and blogs are among the student-directed activities that can be found throughout the course.
Assessment FOR
A number of assignments to be completed throughout the course will sometimes occur at the start of a unit of study to help the teacher determine what students already know about the concepts presented in the course. Students will also complete assignments throughout the unit of study to help the teacher determine the progress of their learning. These assignments will not be given a formal mark, but assist the teacher in supporting students as they move through the content, and contribute to an overall picture of them as learners when the final evaluation is considered. Students will receive descriptive, detailed, and individualized feedback from the teacher after completing these assignments that indicate how to progress to a higher level of learning and achievement. Quizzes, Discussion Questions are among the activities that fall into this category.
Assessment OF
Finally, there are a number of assignments for which students will achieve a formal grade or mark from the teacher. These assignments may be completed throughout the unit of study, but often occur towards the end. Teacher will provide descriptive, detailed, and individualized feedback on each assignment that indicates how the student might improve their overall mark and continue to progress towards the achievement of the learning goals in the course. Assignments to be marked for evaluation may include quizzes, tests, essays, e-portfolio, and final exam.
Grading
The final grade of the course is based on the performance in three areas: products, observations, and conversations.
70% of the grade is based on evaluations conducted throughout the course. 30% is based on a final evaluation.