Upper School Course Guide
Course Selection Resources

Evaluation, Examination, and Reporting Policies

Information on Evaluation and Examination Policies

Crescent conforms to the ministry policies contained in Growing Success, Assessment, Evaluation and Reporting in Ontario Schools.

This policy document can be found at: http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

The primary purpose of assessment and evaluation is to improve student learning. The following principles lay the foundation for rich and challenging practice. These principles are fully understood and observed by all teachers. They guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning.

The Seven Fundamental Principles

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:

  • are fair, transparent, and equitable for all students;
  • support all students, including those with special education needs;
  • are carefully planned to relate to the specific curriculum expectations and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
  • are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year or course;
  • are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
  • provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement
  • develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Information on Reporting Procedures

The School’s Report Cards: Student achievement is communicated formally to students and parents two times per year.
  • Report No. 1: February
  • Report No. 2: June
All of the School’s reports are electronic; paper copies are not mailed.

The report cards focus on two distinct but related aspects of student achievement: the achievement of curriculum expectations and the development of learning skills. To more clearly reflect these two aspects of student achievement, the report card contains separate sections for reporting on achievement of the curriculum expectations and for reporting on demonstrated skills required for effective learning. The report card also includes teachers’ comments on the student’s strengths, areas in which improvement is needed, and ways in which improvement might be achieved. Separate sections are provided for recording attendance and lateness in each course.

List of 2 items.

  • Reporting on Achievement of Curriculum Expectations

    The report card provides a record of the student’s achievement of the curriculum expectations in every course, at the points in time listed above. Final semester reports give a percentage grade for each course.

    A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher.
  • Reporting on Demonstrated Learning Skills

    The report card provides a record of the learning skills demonstrated by the student in every course, in the following six categories:

    • Responsibility
    • Organization
    • Independent Work
    • Collaboration
    • Initiative
    • Self-regulation

    The learning skills are evaluated using a four-point scale (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflects their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, are not considered in the determination of percentage grades.

Assessments for, and of learning are conducted throughout each course. When grading assessments of learning, teachers give marks for Knowledge & Understanding, Thinking, Communication and Application of the skills and knowledge being assessed.

The final grade for each course is determined as follows:

  • 70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
  • 30% of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.
In all of their courses, students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations, across all four categories of knowledge and skills.

Regarding Access to Outlines of Courses of Study

All Upper School teachers maintain an online presence for each course in Schoology, Crescent's learning management software. Students may access outlines of courses of studies as well as other class-specific information such as homework assignments and upcoming assessments on this portal.

Course Selection Resources