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Assessment & Evaluation

Policy Overview

The Assessment and Evaluation Policy for Ontario Virtual School is consistent with Ministry policy and reflects the vision that Ontario Virtual School has which is that the primary purpose of assessment is to improve student learning. Assessment is the process of gathering information that accurately reflects how well a student is achieving the curriculum expectations in a subject or course. Assessment for the purpose of improving student learning is seen as both “assessment for learning” and “assessment as learning”. As part of assessment for learning, teachers provide students with descriptive feedback and coaching for improvement. Teachers engage in assessment as learning by helping all students develop their capacity to be independent, autonomous learners who are able to set individual goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. Ongoing per-assessments and formative assessments will be used to provide meaningful feedback about student progress and achievement in order to improve performance. Summative assessments will be used to arrive at the grade.

Course evaluation will be divided into two parts:

70% is based on cumulative evidence of summative evaluations undertaken throughout the semester; -30% is based on final evaluations which will take place in the final third of the course. Final evaluations may or may not include an exam depending on individual course curriculum policy documents. At the beginning of the course, students will receive course outlines that will include detailed assessment and evaluation information, and that also outline the percentage breakdown for both the 70% and the 30%. All courses will be evaluated according to the following breakdown:

– Knowledge and Understanding 20%
– Thinking and Investigation 15%
– Communication 15%
– Application 20%
Term Mark 70%
Final Summative 30%
Final Report Card 100%

Although each course will have the same breakdown, individual courses may have subject specific summative tasks that will be used to determine the student’s grade. Please refer to the course outline as it is presented in your courses for more details.

 

Second Chance Protocol

Based on the premise that the primary purpose of assessment and evaluation is to improve student learning, students will be given additional opportunities to demonstrate their learning if they are not successful on their first attempt. It will be at the teacher’s discretion and professional opinion on when to exercise this option.

Withdrawing From a Course

  • Withdrawals occurring within 5 days of the issuing of the first report card from the Ontario Virtual School (OVS) will result in the mark not being recorded on the OST.
  • a withdrawal from a Grade 11 or 12 course after 5 days of the issuing of the first report card results in a “W” being entered in the “Credit” column of the OST along with the mark at the time of the withdrawal.
  • Withdrawals at anytime from Grade 9 or 10 courses are not recorded on the OST
  • If there are extraordinary circumstances relating to a student’s withdrawal from a course, an “S” may be entered in the “Note” column on the OST.

 

Repetition of a Course

  • Only one credit is earned if course is repeated
  • In Grade 11 and 12, an “R” appears on the student’s OST for the course with the lower mark

Requesting Course Changing

Course transfer policy: A student who registers and is enrolled into a course for less than a month and does not complete an assessment in the course, may request to be transferred to another course. Students will only be granted one course transfer per enrollment. All course transfer requests must come within a month of the initial enrollment. The decision of the OVS Principal will be considered final in all cases involving student requests for course transfers.

Reporting Student Achievement

Ontario Virtual School will use the Provincial Report Card, Grades 9-12, for formal written reports sent home two times over the duration the student is active in the course. The first report reflects student achievement of the overall curriculum expectations during the first reporting period, as well as development of the learning skills and work habits. The final report reflects achievement of the overall expectations for the entire course, as well as development of the learning skills and work habits.

Learning Skills

The following Learning Skills guideline will be used by online teachers when assessing students Learning Skills:

Learning Skills and Habits Sample Behaviors
Responsibility The Student

  • Fulfill responsibilities and commitments within the learning environment;
  • Completes and submits class work, homework, and assignments according to the agreed-upon timelines;
  • Take responsibilities for and manages own behavior.
Organization The Student

  • 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 The Student

  • Independently monitors, assess, and revises plans to complete tasks and meet goals;
  • Uses class time appropriately to complete tasks;
  • Follows instructions with minimal supervision
Collaboration The Student

  • 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 relationship through personal and media-assisted interactions;
  • Works with others to resolve conflicts and build consensus to achieve group goals;
  • Share information, resources, and expertise and promotes critical thinking to solve problems and make decisions
Initiate The Student

  • 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 The Student

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

Rights and Responsibilities of Students, Parents & Staff

Students have the right to:

know the summative assessment methods that will be used to assess their achievement and/or modifications as identified in their IEP the method used to determine their grade in the course i.e. a rubric or marking scheme timely feedback on the quality of their work their performance information about the Ministry assessment & evaluation policy information regarding the consequences for academic dishonesty

Students are responsible for:

providing evidence of their achievement academic honesty work to the best of their ability work to teachers on time classes and being active participants in the learning and assessment process with teachers when there is difficulty in meeting timelines that missed work is completed within pre-established timelines communicating with parents assessment & evaluation methods, and pertinent due dates and timelines for work submission.

Teachers have the right to:

expect students to be active participants in their learning student assignments on time final deadlines for the submission of work professional judgment when assessing and evaluating student achievement expect students to be academically honest

Teachers are responsible for:

providing multiple and varied opportunities for students to demonstrate their learning accommodations and/or modifications as identified in the IEP providing instruction and support to enable students to learn and practice good time management skills monitoring and maintaining a record of late assignments to be used in assessing learning skills and providing feedback to students and parents and returning student work in a timely manner so that students can improve their work to students the course expectations, the use of the achievement chart, category weightings the method of determining a grade in the course and the Ministry assessment/evaluation policy clear timelines which may include “windows” for work submission and/or collaborating with their students regarding timeline sand clearly communicating assignment due dates to students the meaning of academic honesty and methods for citing references. informing students and parents regarding how students can receive support for their learning during the course parents/guardians informed regarding the progress of their child and how they can support their child’s success facilitating a mutually agreed upon method of communicating with parents

Parents/guardians have the right to:

be informed regarding course requirements, assessment & evaluation methods, due dates and timelines for work submission information about their child’s performance access to their child’s course to get a first- hand look at how they are learning information about the Ministry assessment & evaluation policy a phone interview with their child’s teacher and/or the administration at a mutually agreed upon time. a face to face interview (parents night) with their child’s teacher

Parents/guardians are responsible for:

communicating regularly with the school and understanding how they can contribute to their child’s success initiating contact with teachers if and when difficulties arise actively monitoring their child’s progress and working collaboratively with the school, teacher and child to plan for their child’s improvement

Individual Education Plan (IEP)

Ontario Virtual School does not conduct IPRC for the enrolled students. However, teachers will use assessments to determine the student’s individual needs and accommodate accordingly to ensure student success. Parents are encouraged to maintain on going communication with teachers to support the student’s progress throughout the course.

English Language Learners

When curriculum expectations are modified to meet the needs of language-learning needs of English language learners (ELL’s), assessment and evaluation will be based on the documented modified expectations. Teachers, in collaboration with their principal, will determine the most effective way to document the modification of curriculum expectations for English Language learners.

Accommodations related to learning resources, such as

  • extensive use of visual materials;
  • use of adapted texts and bilingual dictionaries;
  • use of dual-language materials;
  • use of technology.

Accommodations related to assessment strategies, such as

  • allowance of extra time;
  • use of alternative assessment strategies (e.g., oral interviews, learning logs, or portfolios);
  • use of simplified language and instructions (e.g., in the context of tasks that require completion of graphic organizers and cloze sentences).

Modification of some or all of the curriculum expectations may be required to support English language learners, especially those who are in the early stages of learning English or those who have had limited prior schooling.



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