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LDSB |
Secondary Evaluation and Reporting Procedures
5
2
Fundamental Principles and Key Beliefs
The seven fundamental principles identified in Growing Success underscore the key beliefs that
were developed by staff in the Limestone District School Board. These seven fundamental
principles inform the professional judgement of teachers in their role as assessors, evaluators, and
reporters of student learning and achievement by supporting practices that:
·
are fair, transparent, and equitable for all students;
·
support all students, including those with special education needs, those who are learning the
language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
·
are carefully planned to relate to the curriculum expectations and learning goals and, as much
as possible, to the interests, learning styles and preferences, needs, and experiences of all
students;
·
are communicated clearly to students and parents at the beginning of the school year or
course and at other appropriate points throughout the school year or course;
·
are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
·
provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support
improved learning and achievement;
·
develop students' self-assessment skills to enable them to assess their own learning, set
specific goals, and plan next steps for their learning.
Assessment of Learning refers to the collection of evidence of student achievement of learning
skills and work habits and of overall expectations through summative assessment tasks. This
evidence is the basis for the evaluation of achievement.
·
Clearly articulated evaluation and reporting procedures invite students, parents and teachers
to work as partners in student learning.
·
Attendance, punctuality and learning skills and work habits are key success factors for
students. Students and parents value their importance when they receive reliable and
ongoing information about them.
·
Evaluation of academic achievement prepares students for future learning when it is based
solely on the overall expectations of the course, and includes an appropriate balance of the
categories of the achievement chart.
·
Students are able to continue to experience success when they achieve the provincial
standard (level 3) or higher. Their chances of reaching this standard are improved when they
have a clear view of what it looks like and which next steps will lead them closer to or beyond
the standard.
·
Students value collaboration when they receive a mark that is based on their individual level
of performance within a group.
·
Motivation is enhanced when students understand that growth in their achievement will be
considered when grades are determined.