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Secondary Evaluation and Reporting Procedures
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
Final term grades should be based on overall expectations that have been evaluated throughout
the semester, whether taught in the first half of the semester or the second. Separate weighting
for each half of the semester must not occur.
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 of achievement of overall
expectations will also be considered.
High priority overall expectations are evaluated more than once. When students demonstrate
growth in their achievement of overall expectations, this growth must be taken into consideration
when final grades are determined.
In some subjects, certain overall expectations are unique to a single strand (usually those related
to knowledge and understanding) and others span strands (such as problem solving or research-
related expectations). Expectations that span the strands represent skills that have been
evaluated more than once, so consideration should be given to growth in achievement.
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).
Only in certain exceptional circumstances, principals, in consultation with the student success
team, teachers, the student, and his or her parents/guardians, may determine how evidence from
the 30% final summative assessment and the 70% term summative assessment is to be used in
grade determination.
Evidence of growth in achievement of overall expectations may only be considered within the 70%
term work for the course.
Where a student's final grade is below 50%, teachers will complete the credit completion form.
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 work habits.
Within a group project, achievement must be assessed and evaluated individually. When
designing an assessment task that involves collaboration among students, the teacher will decide
how each student's individual achievement can be evaluated. This can best be achieved through
individual demonstrations of learning.