HomeMy WebLinkAboutPR 584 CUR - Assessment, Evaluation and Reporting of Student Achievement
-1- PR.584.CUR
PROCEDURE PR.584.CUR
TITLE: ASSESSMENT, EVALUATION, AND REPORTING OF STUDENT
ACHIEVEMENT
Date issued: 20 June 2000
Last revised: 14 June 2016
Authorization: Senior Staff: April 2000
1.0 OBJECTIVE
To provide assessment, evaluation, and reporting procedures for student achievement in the
Ottawa-Carleton District School Board.
2.0 DEFINITIONS
In this procedure,
2.1 Assessment refers to a continuous process of gathering information about student
learning and performance, using a variety of sources over time (assessment for
learning, e.g., early drafts, first tries and practice assignments).
2.2 Evaluation refers to the process of judging the quality of student work on the basis of
established criteria, and the assigning of a value to represent that quality (assessment
of learning).
2.3 Grading refers to the summarizing of evaluation data in the form of a letter or numerical
grade for reporting purposes.
2.4 Final Evaluation refers to the thirty per cent of the grade that is administered at or
towards the end of the course, including: an examination, a performance, an essay,
and/or another method of evaluation suitable to the course content. The final evaluation
allows the student an opportunity to demonstrate comprehensive achievement of the
overall expectations for the course (Growing Success, 2010 p. 41).
2.5 Professional Judgment refers to judgment that is informed by professional knowledge
of curriculum expectations, context, evidence of learning, methods of instruction and
assessment, and the criteria and standards that indicate success in student learning. In
professional practice, judgment involves a purposeful and systematic thinking process
that evolves in terms of accuracy and insight with ongoing reflection and self -correction
(Growing Success, 2010 p. 152).
2.6 Professional Collaboration refers to teachers and administrators in discussions
regarding student outcomes. Professional collaboration among educators allows for
school-wide practices to be consistent within and across schools.
-2- PR.584.CUR
3.0 RESPONSIBILITY
3.1 Superintendents of Instruction, principals, vice-principals, Curriculum Services, Quality
Assurance, Learning Support Services and teachers.
3.2 Curriculum Services and Quality Assurance staff will, in collaboration with
Superintendents of Instruction and principals:
a) develop District procedures with regard to student assessment, evaluation and
reporting practices;
b) provide expertise regarding research and effective assessment, evaluation and
reporting practice;
c) help teachers and administrators gain access to the resources needed to support
classroom assessment and evaluation practices;
d) provide staff development in assessment, evaluation and reporting practices;
e) prepare reports on student achievement;
f) develop action plans for making program improvements based upon student
achievement results and in alignment with the Board Improvement Plan;
g) facilitate student participation in provincial, national and international large -scale
assessments as required by the Ministry; and
h) ensure that the principles stated in the Board Policy P.083.CUR: Assessment,
Evaluation and Reporting of Student Achievement , section 3.2 and 3.3, are
reflected in District resource documents.
3.3 The principal, along with the vice-principal (s), will:
a) work with teachers to ensure common and equitable practices that follow Ministry
policy and Board policy and procedure;
b) as instructional leaders, foster a collaborative learning culture and develop
school-wide assessment, evaluation and reporting practices;
c) develop and implement a school policy (secondary schools);
d) ensure appropriate administration of District, provincial and national large-scale
assessments;
e) use assessment data for school improvement planning and assist staff in using
assessment data effectively for program planning;
f) work with teachers to ensure that there is a common understanding among all
staff about the process for determining the report card grade (see Sections 4.8-
4.19);
g) establish and implement strategies for communicating assessment and
evaluation information to the school community;
-3- PR.584.CUR
h) ensure communication of student achievement information within and be tween
schools;
i) support staff development and professional collaboration regarding assessment,
evaluation and reporting practices;
j) monitor the assessment, evaluation and reporting practices of teachers;
k) ensure that for each course taught in a secondary school, a clear and concise
plan for assessment is filed using a standard District template (see example in
Appendix C) that specifies the following:
(i) an explanation of the assessment of learning skills and work habits;
(ii) the overall curriculum expectations;
(iii) how student achievement of the overall expectations, for 70% of the term
grade, will be evaluated using four levels of student achievement balanced
across four achievement categories (see example in Appendix D); an
overview of the types of tasks that will comprise the 70% term grade; and,
(iv) an overview of the one or more evaluation(s) that will comprise the 30%
final evaluation grade; and
l) collaborate with department heads and teachers to monitor the scheduling of
major assignment dates in all classes.
3.4 The teacher, along with the principal, vice-principal(s) and where appropriate, with the
support of the department head, will:
a) ensure that assessment, evaluation and reporting practices meet the criteria
stated in Board Policy P.083.CUR: Assessment, Evaluation and Reporting of
Student Achievement, Section 3.3;
b) administer large-scale assessments as required by the school, District or
province;
c) participate in professional learning opportunities on student assessment
practices and the use of the results of program assessments;
d) ensure that student assessment tasks in the classroom are designed to further
the learning of individual students, provide information to improve instruction, and
are consistent with school, Board and Ministry policies;
e) ensure that all curriculum expectations are accounted for in instruction and
assessment but evaluation focuses on students’ achievement of overall
expectations;
f) are carefully planned to relate to the curriculum overall expectations and learning
goals and, as much as possible, to the interests, learning styles and preferences,
needs, and experiences of all students;
g) ensure that assessment and evaluation practices minimize bias (e.g., recognize
the level of language proficiency of students and educational needs of
exceptional students);
-4- PR.584.CUR
h) ensure that assessment is regular, ongoing and varied in nature, administered
over a period of time and designed to provide multiple opportunities for students
to demonstrate their learning;
i) provide students with a clear description of the curriculum expectations and
evaluation criteria at the beginning of a task and/or course;
j) ensure that major assessment tasks are scheduled collaboratively to enable
students to manage their time and that the assessment tasks are not scheduled
such that they can be completed only over the December or March breaks;
k) ensure that, when needed, students have adequate and flexible time and
opportunity to complete assessment tasks;
l) respect the sensitivity and confidentiality of student achievement information;
m) gather data about learning skills and work habits on an ongoing basis and
provide students with feedback to improve the performance of those skills and
habits;
n) monitor the students’ progress towards completion of assessment tasks and
communicate with parents when there are concerns; and
o) provide ongoing evidence of student achievement to students, parents/guardians
prior to the formal reporting period.
4.0 PROCEDURE
Purpose
4.1 The primary purpose of assessment and evaluation practices is to improve classroom
instruction, program delivery and student learning.
4.2 Assessment provides ongoing descriptive feedback in order to:
a) help the teacher make instructional decisions to meet the needs of students;
b) provide constructive information to assist students/parents/guardians in
identifying the student's strengths and next steps for learning; and
c) help 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.
4.3 Evaluation involves making judgments about the quality of student work in order to:
a) determine and report upon an individual student's performance at the end of a
unit/strand or a period of time in relation to the curriculum expectations
(summative); and
b) place or promote students and to award certificates and diplomas.
4.4 Reporting and communicating of system-level student achievement data to staff,
parents and the general public will:
a) support school and board improvement planning; and
-5- PR.584.CUR
b) guide the use of effective instructional practices and resources that are aligned
with curriculum expectations.
Accommodations/Modifications
4.5 For all assessments and evaluations:
a) schools will accommodate the needs of individual students including the granting
of extended time on assessments and evaluations; this will apply to students who
have been formally identified through an IPRC (Identification, Placement and
Review Committee) and other students whose needs are outlined in an IEP
(Individual Education Plan);
b) schools will accommodate the individual needs of English language learners
(ELLs) through various means including the granting of extended time on
assessments and evaluations (a minimum of time-and-a-half); this will apply to
students enrolled in ESL/ELD programs, to students who have completed ESL
programs, and, when deemed necessary, to students who have arrived from a
country where the first language is not English and whose language skills have
been deemed strong enough for placement in a regular English program, but
who still exhibit the language characteristics of an English language learner.
Modification of some or all of the curriculum expectations may be required to
support ELLs, especially those who are in the early stages of learning English or
those who have had limited prior schooling;
c) accommodations may include, but are not limited to, such considerations as
setting (e.g., a separate room); presentation (e.g., large print); scheduling (e.g.,
parts of an examination given in a different order); response (e.g., use of a
scribe); use of an English or bilingual print dictionary; and/or extended time; and,
d) modifications are changes made to the grade-level expectations for a subject or
course in order to meet a student’s learning needs. Modifications may include the
use of expectations at a different grade level and/or an increase or decrease in
the number and/or complexity of expectations relative to the curriculum
expectations for the regular grade level.
Attendance and Student Achievement
4.6 Since irregular attendance may hinder achievement and the development of the
learning skills and work habits, schools will contact parents/guardians when issues of
absenteeism arise.
4.7 Expectations regarding attendance and the link to student achievement will be
communicated to students and parents at the beginning of the school year.
Determination of Marks and Grades
4.8 Students should be given numerous and varied opportunities to demonstrate their
achievement of the curriculum expectations across all four categories of knowledge and
skills.
4.9 In determining a term grade, professional judgment will be used based on the student’s
most consistent level of achievement with special consideration to more recent
evidence of overall expectations.
-6- PR.584.CUR
4.10 Student achievement will be based solely on individual performance including individual
performance within a group task.
4.11 Achievement of learning skills and work habits will be determined and reported
separately from the achievement of curriculum expectations.
4.12 Teachers will specify due dates for assessment tasks to help their students manage
time effectively. When due dates are not met, teachers will communicate this to
students and parents. Students will be given an additional opportunity to complete the
original or an alternate task if, in the teacher’s professional judgment, there is not
sufficient evidence of the overall expectations (see Appendix B).
4.13 In determining a term grade, teachers will evaluate a student’s achievement of the
overall curriculum expectations. Students will be given opportunities to demonstrate the
defined curriculum expectations. Using multiple sources of evidence increases the
reliability and validity of the evaluation of student learning. If the teacher has no
evidence of the student’s knowledge or skills related to the expectations evaluated, a
zero will represent the student’s absence of evidence of that learning (see Appendix B).
4.14 For English language learners, some or all of the course expectations may be modified
in any given course. Modifications are changes to regular course expectations, based
on the student’s level of English language proficiency (e.g., eliminating some
expectations, changing expectations with respect to degree of difficulty). When learning
expectations are modified for English language learners, evaluation will be based on
modified expectations and teachers will check the ESL/ELD box on the report card.
4.15 The evaluation of student learning is the responsibility of the teacher and must not
include the judgment of the student or the student’s peers.
4.16 Teachers will collect evidence of student achievement for evaluation over time from
three sources – observations, conversations, and student products.
4.17 Assignments for evaluation must not include ongoing homework. Teachers cannot
assign a mark for completing homework tasks. Homework tasks designed to help
students practice and consolidate new learning can also provide assessment
information that both teachers and students can use to adjust instruction and focus
learning.
4.18 Achievement that falls below Level 1 in grades 1 to 8 will be represented by the code
“R” and in grades 9 to 12 by percentage marks between 0% and 49%. Both “R” and
marks below 50% signal that additional learning is required before the student begins
success in meeting the subject/grade or course expectations.
4.19 For grades 1 to 10, the code “I” may be used in a marks management system and/or on
a student’s report card, including the final report card, to indicate that insufficient
evidence is available to determine a letter or percentage grade. For grades 9 and 10,
students who receive an “I” on the final report card, will not receive a credit but may be
considered for credit recovery.
Late and Missed Assignments
4.20 Students are expected to submit assignments within the timeframe specified b y the
teacher.
-7- PR.584.CUR
4.21 To promote the timely submission of assignments, teachers will use a repertoire of
proactive strategies, including, but not limited to:
a) Collaborating with other staff to schedule major assignment dates for every class,
while taking into account the District’s designated holy days;
b) 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;
c) Helping students develop better time management skills;
d) Maintaining ongoing communication with students and/or parents about due
dates and late assignments, and scheduling conferences with parents if the
problem persists;
e) In secondary schools, referring the student to the student success team;
f) Setting up a student contract;
g) Using counseling or peer tutoring to try to deal positively with problems;
h) Holding teacher-student conferences;
i) Assessing the need for extra support for English language learners;
j) Assessing the need for extra support for students with special n eeds;
k) Requiring the student to work with a school team to complete the assignment;
l) Involving multi-cultural liaison officers, social workers, Aboriginal counselors
and/or members of the extended family for newcomers and students from ethno -
cultural groups or communities as well as First Nation, Metis, and Inuit students;
and,
m) Providing alternative assignments or tests/exams where, in the teacher’s
professional judgment, it is reasonable and appropriate to do so.
4.22 There may be times when, in spite of the proactive strategies used by the teacher, a
student does not submit an assignment or is late submitting an assignment. The teacher
will gather information about the student to determine if there are mitigating
circumstances by:
a) asking the student to clarify the reason for not completing the assignment;
b) taking consideration of legitimate reasons for missed deadlines; and,
c) understanding and taking into account the cultures, histories and contexts of
newcomers and students from ethno-cultural groups or communities, First
Nation, Metis, and Inuit students and their previous experiences with the school
system.
4.23 At the due date, the teacher will:
a) remind the student about the need to complete the assignment for evaluation;
and,
-8- PR.584.CUR
b) communicate with the parent(s) and/or guardian to seek support for the
completion of the assignment for evaluation.
4.24 Subsequent to employing a range of the aforementioned strategies, if the teacher is
considering deducting marks as a consequence of the late submission of an assignment
for evaluation, the teacher will communicate with school administration in order to
maintain professional collaboration and consistent school -wide practices.
4.25 At the end of the unit/strand, the teacher will:
a) record an “incomplete” for the assignment for evaluation;
b) require the student to complete the assignment or one alternate assignment;
c) provide additional support to the student; and
d) communicate with the parent(s) and/or guardian.
4.26 At the reporting period, the teacher will:
a) ensure that late and missed assignments for evaluation are noted on the
Learning Skills and Work Habits section of the report card;
b) ensure that mark deduction (if utilized) will not result in a percentage grade or
letter grade that, in the professional judgment of the teacher, misrepresents the
student’s actual achievement;
c) determine if there is sufficient evidence of the overall expectations;
(i) if so, report a grade using the teacher’s professional judgment;
(ii) if not, the student receives either an “I” indicating insufficient evidence
(grades 1-10), an “R” (grades 1-8), or a failing grade between 0% and
49% (grades 9-12);
d) provide, where appropriate, additional support to the student (e.g., credit
recovery – secondary); and,
e) communicate with the parent(s) and/or guardian.
Academic Integrity
4.27 Work that is plagiarized or is not the student’s original material will not be included
among the evaluation evidence that is considered for grading purposes .
4.28 As a preventative strategy, teachers will inform students of what constitutes academic
fraud at the beginning of the semester/school year.
4.29 Students will be advised of the behavioural and academic consequences of academic
fraud at the beginning of the school year.
4.30 The consequences of academic fraud will adhere to the guidelines of the school code of
conduct and/or secondary school assessment and evaluation policies based on
mitigating factors including:
a) the grade level of the student;
b) the maturity of the student;
-9- PR.584.CUR
c) the number and frequency of incidents; and
d) the individual circumstances of the student.
4.31 Fraudulent work provides “zero evidence” of a student’s knowledge or skills related to
the expectations being evaluated. A mark of zero will represent the student’s absence of
evidence of that learning. The student will be given an additional opportunity to
demonstrate achievement of the overall expectations when, in the teacher’s
professional judgment, there is not sufficient evidence (see Appendix B).
Determination of the Final Grade
4.32 In Secondary Schools, 70% of the final grade will be based on evaluation conducted
throughout the course and will:
a) include achievement that is tracked according to the Ministry Achievement Chart
categories such that overall achievement within each category reflect trends in
learning;
b) be based on evaluations conducted throughout the course and should reflect the
student’s most consistent level of achievement of overall expectations with
special consideration to more recent evidence of achievement;
c) continue to be aligned with Assessment Plan, Student Evidence Record, and
Assessment Planning Placemat (see Appendices D, E, F, G and H); and,
d) incorporate a variety of assessment strategies that are triangulated to include
observation, student-teacher conversations, and student products to elicit
information about student learning and achievement.
4.33 In Secondary Schools, 30% of the final grade will be based on one or more final
evaluation(s) administered at or towards the end of the course under the direct
supervision of teachers and/or administration. The evaluation(s) will be based on
evidence from one or a combination of the following: an examination, a performance, an
essay, and/or (an)other method(s) of evaluation suitable to the course content, and will:
a) involve teachers using their professional judgement to develop and administer
evaluation(s), the purpose of which is:
(i) the measurement of learning based on the overall expectations and the
criteria in the Achievement Chart;
(ii) an additional opportunity(ies) to demonstrate achievement of the overall
expectations;
(iii) an opportunity for students to consolidate and achieve a sense of
accomplishment (the celebration of learning); and,
(iv) to meet the threshold for validity, reliability and transparency as per
Growing Success: Assessment, Evaluation, and Reporting in Ontario
Schools (2010).
b) align with the modes of delivery, assessment practices, content and skills
emphasized throughout the course;
c) measure the achievement of the overall expectations that have been previously
evaluated during the course and for which the students have had an opportunity
for feedback; and,
-10- PR.584.CUR
d) continue to be aligned with the Assessment Plan, Student Evidence Record, and
Assessment Planning Placemat (see Appendices D,E,F, G and H).
4.34 For the final evaluations that take place during the District examination period, the task
will:
a) take place within the District examination period as specified by the school year
calendar;
b) take place such that no student will write more than two final evaluations in a
school day; and,
c) either be returned to the student or be stored in the school for a period of one
year, so that students may have an opportunity to review their evidence of
learning.
4.35 In developing Final Evaluations, teachers are encouraged to refer to Appendix I for
Guiding Questions and Criteria for Quality Final Evaluations.
4.36 During the final two instructional days of any semester or term, students will not be
assigned new evaluation tasks or asked to submit any tasks for evaluation purposes
(not including credit rescue or recovery opportunities and/or exceptional circumstances,
in consultation with school administration).
Inclement Weather During the Examination Schedule
4.37 In the event of inclement weather resulting in the cancellation of school buses within the
District, all evaluations will be postponed to the next day in all secondary schools. (Note:
This may result in a shifting of each remaining day of the examination schedule, and a
corresponding delayed start to semester 2).
4.38 In the event that an individual school must be closed on a day during the examination
schedule, evaluations scheduled to be written on that day will be written on the next day
that the school is open.
Credit Recovery Program in Secondary Schools
4.39 The Credit Recovery Learning Plan is intended to address the individual student’s
needs and should include how a final grade will be determined.
4.40 The final grade should reflect the achievement of all overall curriculum expectations of
the course. Depending on the student’s Credit Recovery Learning Plan, the grade may
be based solely on performance in the Credit Recovery program or may include results
from the initial course and/or measures of prior learning. Regardless of the method used
to determine the final grade, the evaluation practices must be consistent with Ministry
and Board policy.
Non-credit to Credit Courses in Secondary Schools
4.41 For all subject areas in which a student is moving from a non-credit course to a credit
course, the recommendation of the teacher of the non -credit course shall be
considered. In English or Mathematics, successful completion of an entry level
assessment may be required. The grade for academic achievement in the non -credit
course will be the basis for the recommendation and will be exclusive of the 20%
employability skills.
-11- PR.584.CUR
4.42 Once a student in an ESL/ELD program has successfully completed a non -credit
course, the student will normally be enrolled in a grade 9 sheltered credit co urse (i.e.,
those designed for ELLs) in the same subject area. In these cases, the recommendation
of the teacher and the final mark shall be considered. In some cases, students may be
enrolled in mainstream grade 9 credit courses in the same subject area.
Reporting
4.43 Schools will formally report to parents/guardians at designated times in the school year
(i.e., elementary – one progress report card and two report cards; secondary
semestered schools – one interim report card and one final report card per semester;
secondary non-semestered schools – two interim report cards and one final report
card). Reporting will include the child’s achievement, his/her development of learning
skills and work habits and his/her attendance according to the procedures in Growing
Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010).
5.0 APPENDICES
Appendix A Determining Report Card Grades (1-12): Conversion Charts
Appendix B Dealing with Late/Missed Assignments
Appendix C Sample: Course Summary of Assessment for Secondary Schools for MPM1D
Appendix D Sample: Assessment Plan (blank)
Appendix E Sample: Assessment Plan for MPM1D
Appendix F Sample: Evidence Record (blank)
Appendix G Sample: Evidence Record for MPM1D
Appendix H Sample: Assessment Planning Placemat
Appendix I Guiding Questions and Criteria for Quality Final Evaluations
6.0 REFERENCE DOCUMENTS
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools. Grades 1 to 12,
2010
English Language Learners: ESL and ELD Programs and Services: Polici es and Procedures
for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, Ministry of
Education, 2007
The Ontario Curriculum: Grades 9 to 12, English as a Second Language and English Literacy
Development, Ministry of Education, 2007
Learning for All: A Guide to Effective Assessment and Instruction for All Students,
Kindergarten to Grade 12, 2013
Board Policy P.083.CUR: Assessment, Evaluation and Reporting of Student Achievement
Board Procedure PR.582.CUR: Staff Advisory Committee on Student Evaluation
Board Procedure PR.585.CUR: The Use of Commercial Standardized Tests
Appendix A, PR.584.CUR
Determining Report Card Grades (1-12): Conversion Charts
-12- PR.584.CUR
Determining a Report Card Grade: Conversion Chart
Grades 1 to 6
The following conversion chart shows how the four levels of achievement are aligned to
letter grades.
Achievement Level Letter Grade
4+ A+
4 A
4- A-
3+ B+
3 B
3- B-
2+ C+
2 C
2- C-
1+ D+
1 D
1- D-
Teachers will use the code “R” to indicate when a student has not demonstrated
Level 1 performance. Teachers may use the code “I” to indicate insufficient of
learning.
Grades 7 to 12
The following conversion chart shows how the four levels of achievement are
aligned to percentage marks.
Achievement Level Percentage Marks
4+ 95-100
4 87-94
4- 80-86
3+ 77-79
3 73-76
3- 70-72
2+ 67-69
2 63-66
2- 60-62
1+ 57-59
1 53-56
1- 50-52
For Grades 7 and 8, teachers will use the code “R” to indicate achievement below 50 per
cent. For Grades 9 to 12, teachers will use percentage marks to indicate achievement
below 50 per cent. For Grades 7 to 10, teachers may use the code “I” to indicate
insufficient evidence of learning. The code “I” may not be used in Grades 11 and 12.
Appendix B, PR.584.CUR
Dealing with Late/Missed Assignments
-13- PR.584.CUR
Teacher identifies set of critical tasks related to essential learning. This
list is communicated to students and parents, along with due dates, end-
of-unit dates, and end of reporting period dates.
Dealing with Late/Missed Assignments
Planning and Communication
Missed Tasks and Teacher Response
Student Teacher
Teacher provides process timelines for students to support them in completing
tasks, as well as in-class time to work on each task. Teacher uses a repertoire of
proactive strategies to promote the timely submission of assignments.
Student does not
complete a task by due
date.
Student does not
complete this task by the
second opportunity date.
Student does not
complete this task by the
end of the
term/semester/year.
Teacher reminds student about need to complete task
and initiatives contact with home to inform parents and
seek support.
Teacher records “incomplete” for the task. The student
will be given an additional opportunity to complete the
task. This may be the original task or an alternate task,
if integrity of the original task has been compromised
by a late submission.
Teacher reminds student about need to complete task
and contacts home to inform parents and seek support.
Student may be provided with additional support (e.g.,
credit rescue in secondary schools) to facilitate
completion of task. Further communication with
parents is required.
After considering mitigating factors, if the teacher is
considering deducting marks as a consequence of late
submission of an assignment for evaluation, the
teacher will communicate with school administration in
order to maintain professional collaboration and
consistent school-wide practice.
Teacher determines whether there is sufficient
evidence of achievement of the overall expectations
from completed tasks. If there is, a report card grade is
determined using teacher’s professional judgment, but
learning skills/work habits and anecdotal comment
reflect missed task(s). If there is insufficient evidence
of achievement of the overall expectations from
completed tasks, student receives “R” or a failing
percentage grade. A plan for credit recovery is put in
place in the secondary context (where appropriate).
Further communication with parents is required.
Appendix C, PR.584.CUR
Sample: Course Summary of Assessment for Secondary Schools for MPM1D
-14- PR.584.CUR
MPM1D Principles of Mathematics
This course enables students to develop an understanding of mathematical concepts related to
algebra, analytic geometry, and measurement and geometry through investigation, the
effective use of technology, and abstract reasoning. Students will investigate relationships,
which they will then generalize as equations of lines, and will determine the connections
between different representations of a linear relation. They will also explore relationships that
emerge from the measurement of three-dimensional figures and two-dimensional shapes.
Students will reason mathematically and communicate their thinking as they solve multi-step
problems.
COURSE EXPECTATIONS: By the end of the course, students will:
A: Number Sense and Algebra
demonstrate an understanding of the exponent rules of multiplication
and division, and apply them to simplify expressions
manipulate numerical and polynomial expressions, and solve first -
degree equations
B: Linear Relations
apply data-management techniques to investigate relationships
between two variables
demonstrate an understanding of the characteristics of linear relation
connect various representations of a linear relation
C: Analytic Geometry
determine the relationship between the form of an equation and the
shape of its graph with respect to linearity and non-linearity
determine, through investigation, the properties of the slope and y-
intercept of a linear relation
solve problems involving linear relations
D: Measurement and Geometry
determine, through investigation, the optimal values of various
measurements
solve problems involving the measurements of two-dimensional shapes
and the surface areas and volumes of three -dimensional figures
verify, through investigation facilitated by dynamic geometry software,
geometric properties and relationships involving two-dimensional
shapes, and apply the results to solving problems
EVALUATION
Evaluation will focus on students’ demonstrated achievement of the overall
expectations of this course. The quality of student work will be assessed
Appendix C, PR.584.CUR
Sample: Course Summary of Assessment for Secondary Schools for MPM1D
-15- PR.584.CUR
using a balance of criteria from four categories of achievement outlined in the
Ministry of Education’s achievement chart for mathematics:
Knowledge and Understanding: Subject-specific content acquired in each
grade/course (knowledge), and the comprehension of its meaning and
significance (understanding)
Thinking: The use of critical and creative thinking skills and/or processes
Communication: The conveying of meaning through various forms
Application: The use of knowledge and skills to make connections within
and between various contexts
Students will be evaluated using four levels of achievement:
Level 4: Achievement surpasses the provincial standard
Level 3: Achievement meets the provincial standard
Level 2: Achievement approaches the provincial standard
Level 1: Achievement that falls much below the provincial standard
R: The student has not demonstrated the required knowledge or
skills
Zero: No evidence of learning
Students who achieve level 3 or above have met the expectations for the
course, and are prepared for the next course along the current pathway.
The final mark for the course is comprised of 70% Term work and 30% Final
Evaluation mark. The Final Evaluation mark will come from one or more
evaluation tasks administered at or towards the end of the course.
LEARNING SKILLS AND WORK HABITS
The development of sound learning skills and work habits is essential to the
success of our students. Teachers and students will work together to
understand and further the development of student learning skills and work
habits in the areas of Responsibility, Organization, Independent Work,
Collaboration, Initiative and Self -regulation. Evidence of student learning skills
and work habits will be gathered on an ongoing basis and students will be
provided with feedback to improve the performance of those skills and habits.
Appendix D, PR 584 CUR
Sample: Assessment Plan (Blank)
-16- PR.584.CUR
Overall Expectations Achievement Chart Criteria
K/U Application Thinking Communication
Tasks
Appendix E, PR.584.CUR
Assessment Plan for MPM1D
-17- PR.584.CUR
Assessment Plan for MPM1D (Sample)
Overall Expectations Achievement Chart Criteria
Number Sense
and Algebra
Linear
Relations
Analytic
Geometry
Measurement and
Geometry K/U Thinking Communication Application
Tasks NS1: Demonstrate an understanding of the exponent rules of multiplication and division and apply them to simplify expressions NS2. Manipulate numerical and polynomial expressions, and solve first-degree equations. LR1. Apply data-management techniques to investigate relationships between two variables LR2. Demonstrate an understanding of the characteristics of a linear relation LR3. Connect various representations of a linear relation AG1. Determine the relationship between the form of an equation and the shape of its graph with respect to linearity and non-linearity AG2. Determine, through investigation, the properties of the slope and y-intercept of a linear relation AG3. Solve problems involving linear relations MG1. Determine, through investigation, the optimal values of various measurements MG2. Solve problems involving the measurements of two-dimensional shapes and the surface area and volumes of three-dimensional figures MG3. Verify, through investigation facilitated by dynamic geometry software, geometric properties and relationships involving two-dimensional shapes, and apply the results to solving problems Knowledge of content (facts, terms, procedures) Understanding of mathematical concepts Use of planning skills (understanding the problem, making a plan to solve the problem) Use of processing skills (carrying out a plan, looking back at the solution, reasonableness, justifying, reflecting) Use of critical / creative thinking processes (problem solving, inquiry) Expression and organization of ideas and mathematical thinking Communication for different audiences and purposes (present data, justify solution, math argument) in oral, visual, written forms. Use of conventions, vocabulary and terminology Application of knowledge and skills in familiar contexts Transfer of knowledge and skills to new contexts Making connections within and between various contexts 1.Test 1 X x x x x x
2.Paper Clips Task x x x x x x x x x x x x x x
3.Data Project x x x x x x x x x x x x x x
4.Test 2 X x x x x x x x x x x x x
5.Line Investigation x x x x x x x x x x x x x
6.Test 3 x x x x x x x x x x x
7.Ramp Project x x x x x x x x x x x
8.Test 4 x x x x x x x x x x x x x
9.Sketchpad Invest. x x x x x x x x x x x
10. Containers Task x x x x x x x x x x x x
11.Test 5 x x x x x x x x x x x x
12. Evaluation Task x x x x x x x x x x x x x x
13.EQAO exam X x x x x x x x x x x x x x x x x x
Student Evidence Record (blank) Appendix F, PR.584.CUR
Sample: Evidence Record (blank)
-18- PR.584.CUR
Term work
R
Insufficient
- +
Level 1
Limited
- +
Level 2
Some
- +
Level 3
Considerable
- +
Level 4
Thorough
- +
Strand
Summary
Strand One
E 1
E 2
E 3
Strand Two
Strand Three
Strand Four
Summative
Student Evidence Record (blank) Appendix F, PR.584.CUR
Sample: Evidence Record (blank)
-19- PR.584.CUR
Overall Expectations:
Qualifiers
Notes:
Strand 1
E 1 Explanation of Expectation One
E 2 Explanation of Expectation Two
E 3 Explanation of Expectation Three
R Insufficient; inadequate
1 Limited; simplistic
2 Some; adequate; basic; obvious
3 Considerable; reasonable; appropriate;
solid; familiar; purposeful
4 Thorough; insightful; to a high degree;
elegant; compelling; sophisticated
Student Evidence Record Appendix G, PR.584.CUR
Sample: Evidence Record for MPM1D
-20- PR.584.CUR
Term work
R
Insufficient
- +
Level 1
Limited
- +
Level 2
Some
- +
Level 3
Considerable
- +
Level 4
Thorough
- +
Strand
Summary
Number Sense and Algebra
NS1 3+
Strength in
NS2 NS2
Linear Relations
LR1
4-
Weakness in
LR1
Strength in
LR3
LR2
LR3
Analytic Geometry
AG1
3
Tests
weaker than
projects
AG2
AG3
Measurement and Geometry
MG1 3
Poor
performance
on
Sketchpad
Investigation
MG2
MG3
Final
Evaluation
1.T1 4.T2
1.T1 4.T2 2.PC 6.T3 11.T5
3.DP 2.PC
2.PC
2.PC
3. DP
3.DP
5.LI
5.LI 4.T2
T2 T2
6.T3 8.T4
8.T4
5.LI
5.LI
5.LI 2.PC 3.DP 4.T2 6.T3 8.T4 7.RP
7.RP 8.T4
7.RP 9.SI
9.SI
9.SI
3.DP 10.CT 11.T5
11.T5 10.CT
12.Task (4-)
13.EQAO (3-)
Student Evidence Record Appendix G, PR.584.CUR
Sample: Evidence Record for MPM1D
-21- PR.584.CUR
Overall Expectations:
Number Sense and Algebra
NS1 Demonstrate an understanding of the exponent rules of multiplication and division and
apply them to simplify expressions
NS2 Manipulate numerical and polynomial expressions, and solve first-degree equations.
Linear Relations
LR1 Apply data-management techniques to investigate relationships between two variables
LR2 Demonstrate an understanding of the characteristics of a linear relation
LR3 Connect various representations of a linear relation
Analytic Geometry
AG1 Determine the relationship between the form of an equation and the shape of its graph
with respect to linearity and non-linearity
AG2 Determine, through investigation, the properties of the slope and y-intercept of a linear
relation
AG3 Solve problems involving linear relations
Measurement and Geometry
MG1 Determine, through investigation, the optimal values of various measurements
MG2 Solve problems involving the measurements of two-dimensional shapes and the surface
area and volumes of three-dimensional figures
MG3
Verify, through investigation facilitated by dynamic geometry software, geometric
properties and relationships involving two-dimensional shapes, and apply the results to
solving problems
Qualifiers:
R Insufficient; inadequate
1 Limited; simplistic
2 Some; adequate; basic; obvious
3 Considerable; reasonable; appropriate;
solid; familiar; purposeful
4 Thorough; insightful; to a high degree;
elegant; compelling; sophisticated
Notes:
Some tasks provide higher quality evidence and richer opportunity for level 4 performance. This has been considered in weighting at
the strand level.
LR1, AG1, and MG1 expectations have a lower weight relative to other expectations in those strands
Sketchpad Investigation (Task 9) was poorly done by the whole class (teacher away) and was not weighted highly as quality
evidence
Throughout the term, student showed general strength in demonstration of mathematical thinking through hands-on projects. This
trend was confirmed on the summative task.
Overall Performance: Term work : 3+, Summative : 3 Final Grade: 77%
Appendix H, PR.584.CUR
Guiding Questions for Quality Final Evaluation
-22- PR.584.CUR
.
.
.
.
.
.
.
.
.
.
.
.
.
.
Assessment Plan
The Assessment Plan
communicates curriculum
expectations and the criteria
for assessment, and
connects them to the tasks
that provide opportunities for
students to demonstrate
their learning.
The Evidence Record
organizes evidence of
student learning relative to
the overall expectations of
the course. It provides a
visual representation of
student progress that
serves as a communication
tool for teachers, students
and parents.
Evidence Record
Evidence
from tasks is
recorded and
organized by
strand
Levels are represented
as percentages for
reporting purposes
All strands are
considered to
determine a
level for the term
Rubrics contains criteria
based on the Achievement
Chart that are used to
judge the quality of work
Tasks are designed as
opportunities for students to
demonstrate achievement of
the Overall Expectations
ed by strand
Professional
judgment is
used to
determine an
overall level for
each strand
Appendix I, PR.584.CUR
Guiding Questions for Quality Final Evaluation
-23- PR.584.CUR
Guiding Questions for Quality Final Evaluation
1. Is my judgement based on the big ideas reflected in the overall expectations?
2. Have I collaborated with others to inform my professional judgement?
3. Do the components of the final evaluation align with the modes of delivery, assessment practices, content and
skills emphasized throughout the course?
4. Is the final evaluation accessible to all students?
5. Are the success criteria communicated and understood?
6. Does the final evaluation reflect the critical thinking components in the curriculum and engage learners in the
demonstration of their learning?
Criteria for Quality Final Evaluations
Quality Final Evaluations are developed collaboratively with colleagues (where possible), used to reflect on instruction and
improve student learning, and they:
● are aligned with overall curriculum expectations and reflect a balance of Achievement Chart categories;
● provide opportunity for consolidation of student learning;
● provide equitable opportunities and entry points for all students to demonstrat e their learning;
● consider the inclusion of Observations, Conversations and Products and student learning styles;
● consider the processes involved in learning;
● should be completed during the instructional day or district examination period (under direct supervision of teachers
or administrators); and,
● consider student well-being.