Secondary Evaluation and Reporting Procedures
3.3 Expanded Board Procedures
Procedures for Communication:
Assessment, evaluation and reporting procedures relating to both achievement of learning skills and
work habits and overall expectations will be clearly and frequently communicated to students and
Proactive communication with parents/guardians early in the course is particularly important for
students whom the teacher, in his or her professional judgement, feels are struggling.
Report card comments will indicate strengths and next steps for improvement and will report on
learning skills and work habits, and on academic achievement of overall course expectations.
Report card comments for students with grades below 50% should describe specific remedial
measures that are planned or strategies that have been developed to address the student's specific
learning needs and promote success in learning, as well as the kind of parental support that will be
required. In these cases, teachers must contact parents as soon as possible to consult with them and
involve them in this support.
At the beginning of the course, students will be provided with a course outline that describes the
summative assessment tasks and the associated cluster of overall expectations for each, and describes
the criteria and behaviours necessary for learning skills and work habits achievement.
Course outlines will be distributed at the beginning of every course. Course outlines will be developed
using the template provided by the Board.
Course outlines will include reference to the six learning skills and work habits.
Course outlines will include a detailed list of the summative assessment tasks that will be used,
together with an indication of the overall expectations associated with each task.
If summative assessment tasks change substantially during the semester, students will be informed of
the changes well in advance.
Course outlines will be routinely examined with students at appropriate points throughout the course.
Formative assessment will focus on the provision of effective feedback to students and teachers alike,
enabling students to determine their strengths as well as their next steps for learning, and enabling
teachers to determine their next steps for instruction. Formative assessment data will not be used to
determine the final grade.
Formative assessment tasks will allow students ample opportunity in class to reflect on their
achievement of the learning goal (academic and learning skills and work habits) and to act on their
next steps for learning.
Formative assessment tasks should generally not have a mark attached to them so that the focus for
the student is on the feedback provided.
Teachers, peers, or the students themselves may provide formative feedback.
All summative assessment tasks will be accompanied by clearly articulated success criteria.
Attaining the provincial standard allows students to continue to the next course in the subject area
without experiencing significant gaps in skills or understanding.
Summative assessment tasks will include explanations, in writing, of the evaluation method to be used
(such as rubrics or checklists) and these will be distributed and discussed at the time that the task is
Explicit instruction through examples of student work relative to the learning goal should take place
during the period of learning.
If possible, criteria for each level of achievement, organized by achievement chart category, should be
provided. As a minimum, level 3 achievement will be described or demonstrated.