Assessment Manual

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




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




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




Sect

ion

A




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




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?




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.




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.




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.




• 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.




Sect

ion

B




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.




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.




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).


program must have a balance of assessment methods and







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.


program must have a balance of assessment methods and




expectations

assessment

and

evaluation

teaching/

learning

strategies

topic/

theme/

resources

Incorporation




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




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




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.




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de 1

2, C

ore

12

O

pen

15

20

15

20

70

15

15

30




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




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




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




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




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




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




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

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

P

hysi

cal E

duca

tion

& H

ealt

h G

r. 9

9

15

5

5 45

70

30

0

30

P

hysi

cal E

duca

tion

& H

ealt

h G

r. 1

0 10

10

10

5 45

70

30

0

30

P

hysi

cal E

duca

tion

& H

ealt

h G

r. 1

1 11

5-10

10

5-

10

45

70

30

0 30

PPL

40

Phy

sica

l Edu

cati

on &

Hea

lth

Gr.

12,

Ope

n

12

Ope

n 5-

10

10

5-10

45

70

30

0

30

PSE

4U

Phy

sica

l Edu

cati

on &

Hea

lth

Gr.

12,

Uni

vers

ity

12

Uni

vers

ity

35

15-2

0 10

-15

5-10

70

15

15

30

PL

F4C

P

hysi

cal E

duca

tion

& H

ealt

h G

r. 1

2, C

olle

ge

12

Col

lege

5

10

10

45

70

30

0 30

CP

T*

= C

ulm

inat

ing

Per

form

ance

Tas

k




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

Typ

e K

U

CM

IN

A

P

TO

TA

L

CP

T*

EX

AM

T

OT

AL

A

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

A

rts

Gr.

12

12

10

15

10

35

70

20

10

30

CP

T*

= C

ulm

inat

ing

Per

form

ance

Tas

k




BU

SIN

ES

S 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

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

rsity

/Col

lege

20

10

20

20

70

10

20

30

BA

I3E

In

tro

to A

ccou

ntin

g 11

W

orkp

lace

/Ope

n 10

20

20

20

70

15

15

30

BD

P3O

T

he E

nter

pris

ing

Per

son

11

Wor

kpla

ce/O

pen

10

20

20

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GU

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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).




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.




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




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.




Sect

ion

C




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.




- 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:




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.




Sect

ion

D




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




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




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




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


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.





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)




Sect

ion

E

Communication




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




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




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




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




Copy of the Provincial Report Card Grade 9 - 10




APPENDIX A




APPENDIX A




APPENDIX A




Samples of Assessment Planners




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




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




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




Samples of Tracking Forms




Ongoing assessment tasks (70%)

Student

F I n a l

Student Tracking for title of course

APPENDIX C




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




Sample Rubric Template




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




Achievement Chart E

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ons

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ies

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ow L

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1

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el 1

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2

Lev

el 3

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4

K

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Und

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In

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The

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The

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iry

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Insu

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ient

E

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nce

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ent

APPENDIX D




Glossary of Terms




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




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




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




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




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 demonstrate 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




Tips for Designing Quality Tests/Exams




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




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




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




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




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




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




Developing Performance Tasks




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.

APPENDIX G




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




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




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




Performance Task form the Assessment Planner

Student

Quiz 1

Quiz 2

Sample

Student Tracking

APPENDIX G




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

Assessment Manual

Documents

research staff development

evaluation report manual

evaluation strategies

reporting manual grade

research research officer

research principal

assessment planning

section b