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Secondary Evaluation and Reporting Procedures

Overall expectations will be assessed and evaluated at least once throughout the semester after
preparing students through diagnostic assessment and formative assessment.
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.
Summative assessment task administration may extend beyond a single class period. The time
allocated in class should reflect the richness of the task.
Chunking larger summative assessment tasks and monitoring the completion process through
conferences and checkpoints supports success for all students.
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.
Rich summative assessment tasks are those that assess achievement of a cluster of overall
expectations within the context of a single task. The specific expectations often provide the
content and context of the assignment.
Development of an understanding of the connection between the specific expectations and the
overall expectations must be continual and deliberate.
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.
Teachers will use their professional judgement in creating summative assessment tasks that will
address a suitable cluster of overall expectations, as well as an appropriate balance of the
categories of the achievement chart.
Summative assessment tasks must use methods or approaches used throughout the period of
Summative assessment tasks must allow students to demonstrate literacy skills developed
throughout the period of learning.
Final summative assessment tasks will be the same across all sections of a course in the same school
in a given semester.
Developing common final summative assessment tasks promotes fairness and collaboration within
a school.
Discussions and decisions about the final summative assessment task must occur early in the
semester to ensure that similar approaches and emphases are maintained across the sections.
Where the same course is offered in both semesters of the school year, the same format of the final
summative assessment task(s) will be used in both semesters.
Final summative assessment tasks must use methods or approaches used throughout the term.
More than one final summative assessment task may be necessary to effectively evaluate all high
priority overall expectations.
To allow for differentiated assessment of student performance, a choice of questions, processes or
tasks to be completed can be used. Students must be able to demonstrate their full range of
learning regardless of their choice.