Page 31 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

Cooperative education teachers gather assessment information in both the classroom and community components of the course through a variety of means. Assessment strategies in the community component include observation; conversations between the student and teacher and between the student, teacher, and placement supervisor; and assessment of student activities and products. Teachers gather evidence of student learning during monitoring meetings by observing students as they perform tasks and/or present their work, and by posing questions to help students reflect on what they have learned. Teachers use the information they have gathered to determine students’ progress in meeting their learning goals, based on the success criteria that have been developed as part of the Student’s Cooperative Education Learning Plan. This information is used to provide students with descriptive feedback and to guide them as they develop their self-assessment and goal-setting skills. Descriptive feedback is a critical component in assessment: it assists students in articulating next steps to improve their learning throughout the course.
The cooperative education teacher is solely responsible for evaluating students’ achievement and for assigning student grades. Teachers evaluate student achievement of the expectations set out in the cooperative education curriculum, using the success criteria in the Student’s Cooperative Education Learning Plan (see pages 24–26) and the performance standards set out in the achievement chart for cooperative education (see pages 52–53).
For full details on all aspects of assessment and evaluation, see the chapter “Assessment, Evaluation, and Reporting of Student Achievement”, on pages 42–53.
THE PROGRAM IN COOPERATIVE EDUCATION
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