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LDSB |
Secondary Evaluation and Reporting Procedures
19


Valid and reliable grade determination is complex, particularly when students have an inconsistent pattern
of achievement. The following guidelines will assist in preparation for grade determination:
Record each mark as a level of achievement rather than as a percentage or numeric mark; this will
make it easier to determine a most consistent level, or to determine the centre of the mark pattern
when there is less consistency.
For a single overall expectation, or a group of expectations representing a similar skill set, place less
emphasis on unusually high or low marks, and look for evidence of growth in achievement.
Record marks according to the categories of the achievement chart, determine a most consistent level
of achievement for each of the four categories, and then combine those into a final grade.
Convert the final level grade into a percentage grade using the conversion chart shown above. Note
the additional breakdown of level 4 to account for the greater percentage range associated with level
four performance.
100% is an attainable percentage grade; it signifies consistent performance at the highest level of
achievement, and not that students have consistently submitted perfect work or work beyond the
curriculum expectations.
The following steps will be used to determine the percentage grade for all report cards:
If the student's marks all fall into the same level of achievement, use the suggested grade for that level
from the chart above. For example, if a student's marks are all at level 3, report 75% as the grade.
If the student's marks are consistently in the same level, but not all of them are in that level, adjust the
percentage grade up or down accordingly. For example, if most marks are in level 4- but some marks
are higher, adjust the grade up from 86% to something higher (e.g., 87% or 88%). Be sure to consider
any evidence of growth in achievement when making this determination. When adjusting grades in
this manner, ensure that the grade remains within the percentage range associated with the most
consistent level of achievement.
If the student has an inconsistent mark pattern, look for the middle of the mark set by scanning visually
or by graphing or performing calculations (e.g., the median) on the marks. For example, if a mark set
varies from level 2+ to level 4- but the middle of the distribution of marks falls at level 3+, report 78%
for the percentage grade. Be sure to consider any evidence of growth in achievement when making
this determination.
Where all summative evidence is submitted and where some marks are below level one, but the most
consistent level of achievement is at, or above level 1, then report a grade according to the most
consistent level of achievement. For example, if the middle of an entire mark set is at level 1 and there
is one or more marks below level 1 within the mark set, report a grade of 55%. Be sure to consider any
evidence of growth in achievement when making this determination.
If the most consistent level of achievement is below level 1, and all summative assessment evidence
has been submitted, enter the code "35" to indicate that the student has not provided sufficient
evidence to be awarded the credit. Complete the Credit Completion Form and submit it to the Student
Success Team.
If there is missing summative evidence, enter the code "I" on the report card for students in grades 9
and 10, or the code "25" for students in grades 11 and 12 to indicate that there is insufficient evidence
to determine a grade.