Assessment & Evaluation

Assessment and evaluation are a critical part of the student achievement. It is a process of gathering information that shows student progress in meeting the curriculum expectations.
Assessment as learning and assessment for learning are two ways that reflect student improvement in the course and are conducted using on-going formative assessments or quizzes, while assessment of learning shows at which level the student has reached in grasping the course content, and conducted using summative assessments like tests and assignments to reach a final grade.

As outlined in the Ministry of Education’s Growing Success document, the overall grade for each course will be divided into two parts:

  1. 70% being the term mark.
  2. 30% being the final evaluations. Final evaluations may be in a form of exam or project, depending on the course.

There are four main categories in assessments as described below, in the Ontario Curriculum:

Knowledge and Understanding: The content acquired in each course, and how the understanding of its meaning and significance.

Thinking: The use of critical and creative thinking skills and/or processes, as follows:
Planning Skills (e.g., generating ideas, gathering information, focusing research, organizing information)
Processing Skills (e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating)
Critical/Creative Thinking Processes (e.g., oral discourse, research, critical analysis, critical literacy, metacognition, creative process)

Communication: The conveying of meaning through various text forms.

Application: The use of knowledge and skills to make connections within and between various contexts.

Evaluating Learning Skills Through Online Platform:

Learning skills and work habits are an essential part of the student’s growth. They are assessed and evaluated throughout the term, and reported on the report card.

The following learning skills and works habits will be developed and assessed during the courses:

Responsibility—– fulfills responsibilities and commitments.

Sample Behavior:

  • If the student hands in all assigned work, assignments on time.
  • Fullfils responsibilities and commitments within the learning environment.
  • Completes and submits class work, homework, and assignments according to agreed-upon timelines.
  • Takes responsibility for and manages own behaviour

Organization—-manages time to complete tasks and achieve goals.

Sample Behavior:

  • Devises and follows a plan and process for completing work and tasks
  • Establishes priorities and manages time to complete tasks and achieve
    goals
  • Identifies, gathers, evaluates, and uses information, technology, and
    resources to complete tasks

Independent work—- uses class time appropriately to complete tasks

Sample Behavior:

  • Independently monitors, assesses, and revises plans to complete tasks and meet goals
  • Uses class time appropriately to complete tasks
  • Follows instructions with minimal supervision

Collaboration—- works with others and promotes critical thinking

Sample Behavior:

  • Accepts various roles and an equitable share of work in a group.
  • Responds positively to the ideas, opinions, values, and traditions of others
  • Builds healthy peer-to-peer relationships through personal and media-assisted interactions
  • Works with others to resolve conflicts and build consensus to achieve group goals
  • Shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions

Initiative—- demonstrates curiosity and an interest in learning

Sample Behavior:

  • Looks for and acts on new ideas and opportunities for learning
  • Demonstrates the capacity for innovation and a willingness to take risks
  • Demonstrates curiosity and interest in learning
  • Approaches new tasks with a positive attitude
  • Recognizes and advocates appropriately for the rights of self and others

Self-Regulation—- sets goals and monitors progress towards achievement

Sample Behavior:

  • Sets own individual goals and monitors progress towards achieving them
  • Seeks clarification or assistance when needed
  • Assesses and reflects critically on own strengths, needs, and interests
  • Identifies learning opportunities, choices, and strategies to meet personal
  • Needs and achieve goals
  • Perseveres and makes an effort when responding to challenges

Teaching & Learning Strategies

Students will use a range of teaching and learning strategies to exercise reasoning and critical thinking skills. Few examples include reading text and articles, answering questions, completing graphic organizers, research and reporting, research skills, pursuing case studies, media analysis, test writing, creating power point presentations and finding and posting resources, critical analysis of arguments, comparing and contrasting ideas expressed in writing.

  • Class Discussions – facilitated through video conferencing and telephone conversations with their course teacher or with other students within the course based on the concepts and skills being studied in the unit. They can be done on discussion threads.
  • Teacher Demonstrations – through video conferencing, email, or telephone conversations with the teacher, or videos provided of a teacher or student demonstrating the concepts and skills being studied.
  • Video Presentations – videos are used to enrich the course content and clarify concepts and skills being studied visually.
  • Diagnostic Activities – short quizzes at the start of the unit or lesson to get the student in a review mode and reinforce the concepts and skills being studied.
  • Brainstorming Using Graphics, Flow Charts & Graphs – will aid students to demonstrate their knowledge of subject matter visually through graphic organizers, pictures, and texts.
  • Practical/Tutorials – allows the students to read and listen to the texts and stories and reflect back with connections to themselves, other texts and the world. Students are encouraged to share their understandings through work submitted each day, phone conversations about course work, or videoconferencing.
  • Oral Presentations – prepares the student to have either live video conference oral presentations, or make videos and submit them for their oral presentations. Such performances help students build confidence and presentation skills.
  • Research is completed in an online environment by guiding or providing the students with the topics and allowing them to use credible resources, and without plagiarism.
  • Ongoing Project Work may also be known as Culminating Task. It is an ongoing project, with ongoing teacher feedback throughout the course or a unit.
  • Written Assignments/Reports – allow students to develop their skills in writing, and communicating their thoughts, ideas, and findings. This may be in many different forms such as reading responses, reflection writing, report writing, essay writing, or individual research assignments.
  • Journals/Notes – aid students in self-reflection of their understanding and the subject they are learning.

Strategies For Assessment & Evaluation Of Student Performance

There are three different types of assessments (with examples for each type):

Assessment As Learning Assessment For Learning Assessment Of Learning
Journals/Letters/Emails Assignment Assignment
Learning logs Quizzes Tests
Entrance/Exit tickets Rough drafts Exam
Whole class discussions Portfolios Rough drafts
Self-proofreading Posters Portfolio
Peer feedback Posters
Student teacher conferences Essays
Small group discussions

Assessment Methods & Tools

Assessment: The process of gathering information that accurately reflects how well a student achievement according to the curriculum expectations.

Evaluation: Assessment of Learning focuses on Evaluation which is the process of making a judgement about the quality of student work on the basis of established criteria over a limited, reasonable period of time.

Reporting: Involves communicating student achievement of the curriculum expectations and Learning Skills and Work Habits in the form of marks and comments as determined by the teacher’s use of professional judgement.

There are three different types of assessments (with examples for each type):

Term Assessment and Evaluation: 70%
(Tests, Projects, Presentations, Essays)

Category Description Weighting
Knowledge and Understanding Knowledge of content (e.g., facts, terms, definitions and procedures.) Understanding of content (e.g., concepts, principles, theories, relationships and methodologies) 25%
Thinking and Inquiry Planning skills (e.g., focusing research, gathering information, selecting strategies, organizing a project) Processing skills (e.g., analyzing, interpreting, assessing, reasoning, gathering ideas, evaluating, seeking a variety of perspectives, forming conclusions) 25%
Communication Expression of original ideas and information (e.g., logical organization) in oral, visual, and written forms 25%
Application/Making connection The use of the knowledge and skills to make connections within and between various contexts. 25%

Final Exam 30%