Chapter 5 & 6 : Evaluation & Report Student Achievement

Evaluations & Student Achievement

• 
• 
• Legenda: EVALUATIONS
• Legenda: STUDENT ACHIEVEMENTS

1. EVALUATION

• Evaluation is
• Process of judging the quality of student learning on the basis of established performance standards.
• assigning a value to represent the quality of work.
• summarizes and communicates to parents, other teachers, employers, institutions of further education and students themselves.
• Assess students of what they know and what they can do.
• Assessment OF Learning: provides evidence of student achievement of overall expectation throughout the grade.
• 
• Legenda: To improve student learning

Student Achievement

• 
• Evidence of student Achievement for evaluation is collected from three different resources:
• OBSERVATIONS
• CONVERSATIONS
• STUDENT PRODUCTS
• Tests / Exams
• Assignments: no ongoing homework but group projects where individual is evaluated independently.
• Legenda: A I M F O R H I G H !!

Report Card

• Determined by when teacher considers the evidence for all the test/ exams and assignments for evaluation that a student has completed / submitted
• the # of tests/ exams or assignemnts for that were NOT completed or submitted
• evidence of achievement that is is available for each overall expectation for a subject in a particualr grade.
• 

Grades 1-6: using grade levels

• Achievement Level Letter Grade
• 4+ A+
• 4 A
• 4- A-
• 3+ B+
• 3 B
• 3- B-
• Codes "R" and " I " if below Level 1
• Achievement Level Letter Grade
• 2+ C+
• 2 C
• 2- C-
• 1+ D+
• 1 D
• 1- D-

Grade 7-12-using percentage marks

• Achievement Level Percentage Mark Range
• 4+ 95-100
• 4 87-94
• 4- 80-86
• 3+ 77-79
• 3 73-76
• 3- 70-72
• Codes "R" and " I " if below Level 1
• Achievement Level Percentage Mark Range
• 2+ 67-69
• 2 63-66
• 2- 60-66
• 1+ 57-59
• 1 53-56
• 1- 50-52

Grade 9-12:

• 70% is based on evaluation conducted throughput the course.
• Should reflect the student's most consistent level achievement throughout t he course ( special consideration towards most recent evidence of achievement)
• 30% is base don a final evaluation administered at or towards the end of the course.
• Should be based on evidence from one or a combination of the following : and examination, a Performance. an essay, and / or another method of evaluation of the course content.

Significance of CODE "R" AND "I"

• COde R for grades 1-8 : used below level 1 & grades
• 9-12 : used below 50%
• Additional learning is required before the student begins to achieve success in meeting the subject/grade or course expectations.
• Indicates the need for the developmetal strategies to address student's specific learning needs in order to support his / her success in learning.
• COde I for grades 1-10 :
• indicates that insufficient evidence is available to determine the letter grade or percentage mark.
• Teachers use their professional judgement to determine when the use of " I " is appropriate:
• Student is enrolled in the school very recently
• OR
• there were issues or extenuating circumstances beyond the student's control( illness affecting their attendance, ability to provide sufficient evidence of achievement of the overall expectations.)

Student's Responsibilities

• 
• Legenda: “To steal ideas from one person is plagiarism; to steal from many is research.” ― Steven Wright

Cheating & Plagiarism not Condoned

• Student's MUST understand the work they submit for evaluation must be their OWN work.
• School Board's Policies reflect on continuum of behavioral and academic responses based on these factors:
• Grade level of the student
• the maturity of the student
• the number and frequency of incidents
• the individual circumstances of the student
• 

LATE and MISSED Assignments

• Students are required to provide evidence of their achievement of the overall expectations within the time framed specified by the teacher.
• Students will face consequences for not completing assignments and for submitting assignments late.
• 
• Legenda: Better three hours too soon than a minute too late.

Different opinions: Who is correct??

• OPINION 1: Parents and Students believe
• marks should be deducted when assignments are late and that a zero should be assigned when a student does not submit an assignment.
• There should be clear boundaries on student behavior and known consequences for not submitting assignments for evaluations or for submitting late.
• Hence, students face academic consequences for non-performance in school, they will not learn to be accountable to themselves and others.
• Also believe that a lack of consequences for non-performance is unfair to students who meet the known requirements.
• OPINION 2: Experts in the field of assessment and evaluation
• discourage deducting marks or giving zeros for late and missed assignments as measures do not take make students change their behavior or help them
• succeed in the long run.
• Believe that success is the best way to achieve success and having them penalty with deducting marks only to serve to discourage students and promote failure,
• Believe that even if assignments submitted on time or late, provides the evidence of learning and deducting marks could misinterpret the student's true level of achievement.

Strategies to prevent late/missed work

• Ask students to clarify the reason for not completing the assignment.
• Help students to develop better time-management skills.
• Collaborate with other teachers to prepare the major assignment dates for every class.
• Plan the assignments to be completed in stages.
• Maintain ongoing communication with students and parents about due dates.
• Refer the students to student success team.
• Use counselling or peer tutoring to try to deal positively with problems.
• Hold student teacher conferences.
• Review the need for extra support for ESL/ELL and special education students.
• Provide alternative assignments under the teacher's professional judgement.
• Deducting marks for late assignments.

Some School Board Policies:

• Describe how schools will inform students and their parents about th eimportance of submitting assignments for evaluation and discuss the consequences.
• Recognize that policies should be designed to motivate and facilitate completion of work and demonstration of learning.
• recognize the teachers need to collaborate with students to establish deadlinesfor the submission of assignments.
• Ensure t hat mark deduction will not result in a percentage mark

Evaluating Learning Skills/work habits

• 
• Provides students and parents with information specific to each type of achievement
• Provides clear and accurate identification of student's strengths and the areas in which improvements are needed.
• Reflects the critical role play in a student's achievement of the curriculum expectations
• Also provided a strong indication of the student's development as a self directed learner.
• Learning skills and work habits are evaluated as followed: E:- Excellent, G-Good, S - Satisfactory, N- Needs improvement.

2. Student Achievement