Secondary Evaluation and Reporting Procedures
Summative assessment tasks and final summative assessment tasks (e.g. projects, essays, reports,
tests) are to be completed, to the extent possible, under the supervision of a teacher. Homework to
consolidate students' knowledge and skills or to prepare for the next class will not be used for the
purpose of summative assessment.
Grades will represent academic achievement of overall expectations. Teachers will use their
professional judgement to determine which specific expectations will be used to evaluate
achievement of the overall expectations, and which ones will be accounted for in instruction and
assessment but not in evaluation.
Summative assessment tasks will be administered at or near the end of a period of learning. These rich
performance tasks will allow students to demonstrate achievement of the overall expectations of the
course, and will represent an appropriate balance of the achievement chart categories.
Final summative assessment tasks will be the same across all sections of a course in the same school in
a given semester.
Procedures for Determining Grades:
A mid-term grade represents an indication of progress to date based on only some of the overall
expectations. When determining the final 70% term grade, evidence from the entire term will be
The 70% final term grade will represent the most consistent level of achievement across the overall
expectations of the course; evidence of growth in demonstrated achievement of overall expectations
must also be considered.
The final grade for the course will be based on the breakdown of 70% term work and 30% final
summative assessment tasks (see Appendix 3).
In all cases, grades will be based on the achievement of each individual learner, even when summative
assessment tasks involve group work. Collaboration is evaluated separately through learning skills and
Procedure for Individual Accommodation:
In the design and implementation of assessment tasks, whether formative or summative, teachers will
accommodate the needs of students identified by an Individual Education Plan (IEP) and of English
Language Learners (ELLs).
Procedures for Non-Demonstration of Overall Expectations:
Teachers will instruct students in issues related to academic honesty, including issues of plagiarism.
Breaches of academic honesty will be reported to the school administration and a plan of action will be
implemented according to board procedures (see Appendix 2). The school administration and teacher
will collaborate to determine how any critical missing evidence caused by the breach of academic
honesty will be collected.
Final grades can only be determined when all summative assessment tasks have been submitted; the
credit will not be granted until such evidence is submitted; the code "I"' will be used in grades 9 and 10
and the code "25" will be used in grades 11 and 12.