background image
LDSB |
Secondary Evaluation and Reporting Procedures
14
Appendix 1: Procedures for Late and Non-Submission of Assignments
The timely submission of assignments is a work habit. In Growing Success, the Ministry of Education states:
The separate evaluation of the achievement of the curriculum expectations and the development of the
learning skills and work habits provides students and parents with information specific to each type of
achievement and clearly and accurately identifies a student's strengths and the areas in which
improvements are needed. The separate evaluation and reporting of a student's development with
respect to the learning skills and work habits reflects the critical role they play in a student's achievement
of the curriculum expectations. Information about a student's development of these skills and habits also
provides a strong indication of the student's development as a self-directed learner.
Continuum to Ensure Timely Submission of Summative Assessment Tasks
In order to support student learning, and to separate evaluation of the achievement of curriculum
expectations from the achievement of learning skills and work habits, the following procedures are to be
followed to ensure the timely submission of summative assessment tasks:


the teacher will communicate with administration.
the administration will meet with the student to determine the process for
completion of the summative assessment task.
the teacher will decide if a mark penalty is to be applied to the assignment once
submitted (up to and including its full value). Any mark penalty will not result in
a mid-term or final grade that, in the professional judgement of the teacher,
misrepresents the student's actual achievement.
ensure that the report on learning skills and work habits achievement is an
accurate reflection of the student's most consistent behaviour (evidence of
growth must be considered).
limit the summative assessment tasks in a course to a reasonable number.
communicate the number and nature of summative tasks at the beginning of
the course.
clearly communicate the success criteria for the summative assessment task.
collect appropriate formative assessment evidence to ensure that students are
prepared for the summative assessment task.
provide time in class for summative assessment task completion.
proactively contact student success and parents/guardians of students who are
struggling.
require the student to complete either an alternative summative assessment
task or the unfinished portion of the summative assessment task in class
immediately, through academic detention or through Student Success.
communicate with parents/guardians that a due date has been missed and
share the
consequences and next steps.
ensure that the report on learning skills and work habits achievement is an
accurate reflection of the student's most consistent behaviour (evidence of
growth must be considered).
refer the student to administration when due dates are consistently missed.
If a summative
assessment task is not
submitted on the due
date, the teacher will...

In advance of and
throughout the period
of learning, the teacher
will...
Only in the case of
non-compliance with
the above process...