Page 51 - 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
To the extent possible, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a subject or course, should not be considered in the determination of a letter grade or percentage mark for that subject or course (see Chapter 2,
p. 10). The separate evaluation of the achievement of the curriculum expectations and the development of the learning skills and work habits provides students and parents with information specific to each type of achievement and clearly and accurately identifies a student’s strengths and the areas in which improvements are needed. The separate evaluation and reporting of a student’s development with respect to the learning skills and work habits reflects the critical role they play in a student’s achievement of the curriculum expectations. Information about a student’s development of these skills and habits also provides a strong indication of the student’s development as a self-directed learner.
The learning skills and work habits are evaluated and reported as follows: E – Excellent
G – Good
S – Satisfactory
N – Needs Improvement
CONTEXT
Late and Missed Assignments
There are strong and often divergent opinions on the issue of how to deal with late and missed assignments. Many stakeholders, including many parents and students, believe that marks should be deducted when assignments are late and that a zero should be assigned when a student does not submit an assignment. These stakeholders are of the opinion that there should be clear boundaries on student behaviour and known consequences for not submitting assignments for evaluation or for submitting them late. Proponents of this view believe that unless students face academic consequences for non-performance in school, they will not learn to be accountable to themselves and others and will not be prepared to meet the requirements of employers or of postsecondary educational institutions. They also believe that a lack of consequences for non-performance is unfair to students who meet known requirements, and constitutes an inequitable approach.
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