Secondary Evaluation and Reporting Procedures
Appendix 3: Procedures for Academic Grade Determination
Reducing evidence of student learning to a single numeric grade that is both a valid and reliable
measurement of student achievement across the overall expectations, and taking into account
evidence of growth, is a complex task. The validity of the grade increases when the teacher uses rich
performance tasks. Reliability improves when the teacher separates learning skill and work habit
behaviours from academic marks and grades. Determining a report card grade will involve teachers'
professional judgement and interpretation of evidence and should reflect the student's most
consistent level of achievement, with special consideration given to growth in achievement. Teachers
will benefit from leadership by the principal to ensure that there is a common understanding among
all staff about the process for determining the final grade. The principal will work with teachers to
ensure common and equitable grading practices that follow ministry policy and board guidelines.
the provincial standard.
Demonstrates knowledge and
understanding of content to...
Uses planning and processing
skills and critical/creative
thinking processes with....
Expresses and organizes ideas
and information with....
Communicates for different
audiences and purposes with...
Applies knowledge and skills in
familiar contexts with....
Transfers knowledge and skills
to new contexts with....
a high degree
Achievement meets the
60 69 %
Achievement is far
below the provincial
50 59 %
BELOW LEVEL 1 (R)
The student has not demonstrated the required
knowledge and skills. Additional instruction and
assessment is required before a credit can be
There is outstanding summative evidence that
must be submitted.
code "25" (gr. 11 & 12)
code "I" (gr. 9 & 10)