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LDSB |
Secondary Evaluation and Reporting Procedures
22
Individual Education
Plan (IEP)
a legal document describing the accommodations and special education program
and/or services required by a particular student to help teachers monitor the
student's progress and to provide a framework for communicating information
about the student's progress to parents

Learning Goal

teacher-developed curricular objective (academic or learning skills and work
habits) and shared with students at the beginning of and throughout a period of
learning; teachers and students come to a common understanding of learning
goals through discussion and clarification during instruction
Learning Skills and
Work Habits
skills, habits, and behaviours that promote academic achievement and that are
essential to success in school and beyond
Literacy
skills and knowledge in reading, writing, speaking, listening, representing, and
viewing that empower learners to make meaningful connections between what
they know and what they need to know; literate learners have the ability to
understand, think, communicate, and apply effectively to achieve personal and
career goals
Mark
a letter or number used to represent the level of achievement on an individual
piece of student work
Metacognition
the process of thinking about one's own thought processes; metacognitive skills
include the ability to monitor one's own learning
Norm-Referenced
Evaluation
an approach to the evaluation of student learning and achievement relative to the
achievement of other students; this approach is inconsistent with Ministry policies
Overall Expectation
the knowledge and skills, described in general terms, that students are expected to
develop and demonstrate; all overall expectations must be accounted for in
evaluation
Period of learning
time period during which students have an opportunity to receive feedback on
their progress prior to summative assessment. This could be a unit, strand, or
other block of time
Performance task
an authentic assessment task designed to allow students to demonstrate specific
skills identified by overall expectations; rich performance tasks span the four
categories of the achievement chart
Plagiarism
submission of work that is copied directly or paraphrased but contains key words
or ideas taken from another source; it is avoided when the original author of the
information or idea is identified through the inclusion of a citation