Evaluation of student performance is based on standards.  Standards are realistic expectations of what students need to know and be able to do as a result of their education.  Teachers use professional judgment along with the goals, objectives and expected learning outcomes (knowledge, skills, and attitudes) from the provincial curriculum to determine what they expect students to learn and be able to do in the subject, course or area of learning.  Using the expected learning outcomes and the expected levels of performance, teachers set specific criteria to evaluate students’ learning. These criteria form the basis of evaluation and it is the school’s responsibility to communicate progress via regularly scheduled progress reports.

The role of the teacher is to

• ensure that students know what is expected of them
• establish clear and fair criteria and standards (with involvement of the student when appropriate)
• include a reasonable amount of items to be evaluated and a variety of methods of evaluation, both formative and summative, to provide a balanced assessment of the student.  No extra projects will be provided.
• understand that special exam accommodations will only be provided for students who have been approved by grade coordinators.
• provide an evaluation process of student performance based on these criteria and standards
• communicate this information in a manner that is meaningful and understandable
• recognize and avoid faulty grading procedures such as using grades as punishment
• recognize that grades cannot be removed or used as a punishment
• understand and be able to articulate why the grades he/she assigns are rational, justifiable, and fair
• have a clear understanding of what learning outcomes are expected – grading must be related to these results.  It is also critical that teachers evaluate learning on clear, pre-established standards.  The use of detailed rubrics and scoring guides is essential.
• describe assessment and evaluation practices to students at the beginning of the course.  Students must receive clear, concise information on how grades for each course will be determined.
• Design assessments to be accomplished in the time allotted

The role of the student is to

• know what is expected of him or her
• complete assignments in a timely manner
• attend classes regularly and punctually
• “be diligent in pursuing his/her studies” (school act) as demonstrated by completion of assigned work and achievement of curriculum standards
• learn from the feedback obtained from self-evaluation, teachers, and others, if provided
• communicate in a manner that indicates his/her responsibility for learning
• behave in a manner that is conducive to learning
• set personal and academic goals
• be diligent in pursuing his/her studies

The role of the parent is to

• support learning at home with time and study space
• join the child in the discussion about learning during formal conferences
• ask teachers and students about the goals set for the child
• spend time assisting with student work, portfolio management, personal learning plans and student self-evaluation

• look for and acknowledge progress rather than perfection.  Doing this encourages the child to take risks in his or her learning.

GRADING POLICY

Grading succeeds as a means of communicating student learning to the extent that students are provided meaningful feedback that encourages further growth and development. PowerSchool gives the ability for parents and students to monitor their evaluation and progress. Please contact the school at 780-428-2705 if you do not have access to PowerSchool.

Missed Evaluations

Teachers will employ the school common grading codes to describe reasons for various absences and missed assignments and/or exams.  A student who is absent from an evaluation piece is responsible for providing the teacher with a valid reason for his/her absence and for making arrangements concerning the missed evaluation piece. The teacher has the option of dealing with the excused absence in one of two ways:

1.      The student’s mark will remain at zero until he/she makes up the assignment/test within a reasonable time determined by the teacher.

2.      The student’s mark will be excused; a zero will not be factored into the cumulative mark.

Students may be expected to make up an assignment on a mutually agreed upon time.  School Administrators may be asked to set up a time for making up an assessment piece.

Effort, Participation, Attitude

The teachers at Romero understand and value the importance of effort, participation and attitude. Those students who regularly attend, try their best, and have a positive attitude toward learning generally succeed.  Effort, participation, and attitude, however, will not be included in the student’s grade unless it is a stated part of a learning goal as per The Program of Studies.  Individual achievement of stated learning goals will be the only basis for grades. At Romero, the report card mark will reflect only academic achievement.  Teachers are encouraged to communicate progress and work habits in other ways.

Final Marks

All course finals should be common and share a common weight.  Core courses are not allowed to test/assess the last 3 days of classes. (Exceptions:  students selected for make-up exams)   This allows time for the non-core courses to evaluate and to allow students to begin studying for their finals/diploma exams.

It is encouraged that teachers round up any final grades of 48-49.  Rationale can be found in the School Act:  The teachers will explain the importance of taking measurement errors into account when using assessments to make decisions about individual students.  Teachers will explain the limitations of different informal and formal assessment methods.  Marks should never be taken away as a punitive measure.  Final marks of 48-49, must be rounded up to 50%. All courses with final scheduled exams in the gym may not give a final exam in class.

Appeals

If a student wishes to appeal a mark or grade he/she received on an assignment or exam in a given subject, the student must first consult the teacher of that course.  The next step in the appeal process is with the subject area department head.  If required, the last person to appeal to is the grade coordinator whose decision will be final.  However, if this mark is a final report card mark, appeals proceed directly to the grade coordinator.

These policies are based on the Alberta Assessment Consortium’s “A Framework for Communicating Student Learning” and from the School Act.

Medical / Vacation Leaves

Plan vacations to correspond with the school’s holidays.  It is especially important that vacations are not planned during final exam weeks, which are the last two weeks of each semester.

Final Exams

Students who missed finals exams may accept zero or complete the exam during the 1^st week of the next semester.  The grade coordinator sets time; teacher provides exam.

No final exam may be written before the absence.

Extended Long Term Absence

Teachers must use professional judgment in assigning evaluation pieces to be accomplished upon return.  Cumulative evaluation tool will be administered reflecting material missed.