The Assessment and Evaluation Policy for Ontario Virtual School is consistent with Ministry policy and reflects our vision 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.
Ontario Virtual School adheres to the assessment & evaluation practices as outlined in the Ministry of Education’s Growing Success document. The final mark for each course will be divided into two parts: 70% is based on cumulative evidence of summative evaluations undertaken throughout the semester and 30% is based on final evaluations, which 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.
All courses will be evaluated according to the following breakdown:
|Knowledge and Understanding||20%|
|Thinking and Investigation||15%|
|Final Report Card||100%|
Although each course will have the same breakdown, individual courses will have subject-specific summative tasks that will be used to determine the student’s grade. At the beginning of the course, students will receive a course outline including detailed assessment and evaluation information. As Ministry documentation prescribes, the determination of a student’s term work will involve the teacher’s professional judgement and interpretation of the evidence gathered during the term. Ultimately, the term work will reflect the student’s most consistent level of achievement.
A student who is enrolled in an OVS course for less than one month and who does not complete any assessments 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 be submitted within one month of the initial enrollment date. The decision of the OVS Principal will be considered final in all cases involving student requests for course transfers.
Ontario Virtual School will use the Provincial Report Card, Grades 9-12, for formal written reports, which will be sent home twice during the student’s time in the course. The first report will reflect the student’s achievement of the overall curriculum expectations during the first reporting period, as well as the development of the learning skills and work habits. The final report will reflect the achievement of the overall expectations for the entire course, as well as the development of the learning skills and work habits.
The following guideline is used by online teachers during assessment of the following skills:
|Learning Skills & Habits||Sample Behaviours|
Students have the right to:
Students are responsible for:
Teachers have the right to:
Teachers are responsible for:
Parents/guardians have the right to:
Parents/guardians are responsible for:
Ontario Virtual School does not conduct IPRC for 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 ongoing communication with teachers to support the student’s progress throughout the course.
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 the principal, will determine the most effective way to document the modification of curriculum expectations for English Language Learners. Modification of some or all of the curriculum expectations may be required to support English Language Learners, particularly those who are in the early stages of learning English or those who have limited prior schooling.
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