Secondary Evaluation and Reporting Procedures
Procedures for Learning Skills and Work Habits Evaluation and Reporting:
Learning skills and work habits will be evaluated and reported separately from academic
achievement. Teachers will use their professional judgement to ensure that there is no
misrepresentation of academic achievement due to behaviours associated with learning skills and
work habits (see Appendix 1).
Learning skills and work habits must be addressed specifically in the context of every subject area
so that students can clearly see the connection between learning skills and work habits and
academic achievement. For example, ask the question: "What does initiative look like in this
Just as demonstrations of learning skills and work habits achievement must not cause
unrepresentative reduction of academic grades, they must also not cause unrepresentative
improvement in academic grades.
If curriculum expectations reflect skills similar in nature to learning skills and work habits, then
these expectations will be evaluated separately from learning skills and work habits achievement.
Consistent board-level procedures for dealing with late assignments will be followed to ensure that
all students demonstrate achievement of the overall expectations (see Appendix 1).
Instruction and assessment of learning skills and work habits must take place over the course of the
semester, so that students receive ongoing feedback about their learning skills and work habits
strengths and next steps for improvement.
Evidence is to be gathered to adequately instruct and assess, provide feedback on, and evaluate
learning skills and work habits. Evidence might be gathered using checklists, reflections, rubrics,
conferences, questionnaires or other tools.
Explicit instruction of learning skills and work habits must occur so that effective feedback can be
provided; co-constructed criteria for learning skills and work habits can be recorded and shared on
an anchor chart.
Specific learning skills and work habits may be assessed or evaluated alongside summative
assessment tasks where appropriate. For example, in a summative assessment task where long-
term planning is required, organization may be assessed or evaluated.
Self and peer assessment may be used to supplement formative feedback provided by teachers on
learning skills and work habits achievement. Evaluation and reporting of learning skills and work
habits must only be undertaken by teachers.
Procedures for Demonstration of Overall Expectations:
Summative assessment tasks inform the development of formative assessment tasks in terms of
format and/or content.
Formative assessment will be used to ensure that students are familiar with summative assessment
methods being used. For example, students may be given the opportunity to practise short answer
questions, multiple choice questions or essay questions formatively, before these types of
assessment methods are used for summative assessment.
Summative assessment during the term will occur after a period of learning during which students
have had the opportunity to receive effective feedback through diagnostic and formative
assessment. To allow for this emphasis on formative assessment, teachers will limit the summative
assessment tasks in a course to a reasonable number.
The length of a period of learning will vary depending on the nature of the relevant overall
expectation(s); in any case, no overall expectation can be evaluated fairly without at least one
formative practice attempt that is followed by feedback and an opportunity for reflection and
additional formative application.