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Secondary Evaluation and Reporting Procedures

Due Date

date set by the teacher for the submission of formative and summative
assessment tasks; designed to help students demonstrate completion of course
material in a time-appropriate fashion and to facilitate the provision of timely
feedback to ensure the highest level of success
English Language
Learners (ELLs)
students in provincially-funded English language schools whose first
language is a language other than English, or is a variety of English that is
significantly different from that used for instruction in Ontario schools, and who
require focused educational supports to assist them in attaining proficiency in
the process of judging the quality of a student's learning skills and work habits or
academic achievement of overall expectations, and assigning a mark or grade to
reflect that quality
an example of student work that accurately illustrates achievement of curricular
expectations at or beyond the provincial standard (level three or four)
specific commentary (written and/or verbal) about student work relative to the
learning goal(s) that enables students to determine their strengths as well as their
next steps for learning, and that enable teachers to determine their next steps for
Final Summative
Assessment Task
a culminating activity used at or near the end of the course to evaluate student
achievement of high-priority overall expectations; these activities constitute 30%
of the final grade and may include written examinations, performance tasks, oral
communication tasks, or a combination thereof
Assessment Activity
informal check for student understanding used as part of instruction to inform the
professional judgement of teachers regarding the pace and sequence of instruction
(e.g., traffic lighting, exit card and admit slip collection)
Assessment Task
assessment tasks administered throughout the period of learning used to monitor
student performance and provide feedback to students and teachers in an effort
to improve learning and instruction; formative assessment data may be recorded
by the teacher but are not used to determine grades
a letter (in the case of learning skills and work habits) or number (in the case of
academic achievement) used to represent the most consistent level of
achievement used for the purpose of reporting at the middle or end of the
Growth in
a consideration for grade determination; such consideration is only given when the
evidence relates to the same, or a similar set of overall expectations; growth
ensures that extenuating circumstances do not negatively impact a student's
grade in cases where more recent evidence of achievement is lower than earlier