Page 49 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

CHAPTER 5 | evaluation
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EVALUATION
Policies will reflect a continuum of behavioural and academic responses and consequences, based on at least the following four factors: (1) the grade level of the student, (2) the maturity of the student, (3) the number and frequency of incidents, and (4) the individual circumstances of the student.
LATE AND MISSED ASSIGNMENTS
It must be made clear to students early in the school year that they are responsible not only for their behaviour in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late.
Where in the teacher’s professional judgement it is appropriate to do so, a number of strategies may be used to help prevent and/or address late and missed assignments. They include:
• asking the student to clarify the reason for not completing the assignment;
• helping students develop better time-management skills;
• collaborating with other staff to prepare a part- or full-year calendar of major assignment dates for every class;
• planning for major assignments to be completed in stages, so that students are less likely to be faced with an all-or-nothing situation at the last minute;
• maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists;
• in secondary schools, referring the student to the Student Success team or teacher;
• taking into consideration legitimate reasons for missed deadlines;
• setting up a student contract;
• using counselling or peer tutoring to try to deal positively with problems;
• holding teacher-student conferences;
• reviewing the need for extra support for English language learners;
• reviewing whether students require special education services;
• requiring the student to work with a school team to complete the assignment;
• for First Nation, Métis, and Inuit students, involving Aboriginal counsellors and members of the extended family;
• understanding and taking into account the cultures, histories, and contexts of First Nation, Métis, and Inuit students and parents and their previous experiences with the school system;
• providing alternative assignments or tests/exams where, in the teacher’s professional judgement, it is reasonable and appropriate to do so;
• deducting marks for late assignments, up to and including the full value of the assignment.
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