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Henry Street High School
Success Through Effort
Assessment and Evaluation Policy
The primary purpose of assessment, evaluation and reporting is to provide feedback to students, parents and teachers.  In May 2010, the Ministry of Education released the document entitled “Growing Success”. The “Growing Success” document sets policy and recommends practice in regard to assessing student work to inform teaching practice, evaluating student work and reporting on student progress.  The “Growing Success” document can be downloaded from the Ministry website at 
Assessment Practices 
Assessment and evaluation is based on the provincial curriculum expectations and the achievement levels. Marks reflect only a student's achievement relative to the curriculum expectations.
Evaluation Procedures
Course outlines are given on the first day in each semester, and will include:
·         Course title and code
·         Concise explanation of all methods of evaluation and weighting of marks
·         Consequences regarding missed class work, missed tests, and incomplete or late assignments
·         Other information regarding evaluation that helps the student
·         Place for parent/guardian to sign indicating they are aware of the procedures.
The percentage grade represents the quality of the student's overall achievement of the course expectations and reflects the corresponding level of achievement as described in the achievement chart for the discipline. Achievement charts are organized into four broad categories:
·         Knowledge/Understanding
·         Thinking/Inquiry
·         Communication
·         Application/Making Connections
The weighting of categories will vary to reflect the nature of the discipline/subject, consistent with Board and Provincial policies.
Final Grade
Seventy percent of the grade for all courses will be based on evaluations undertaken throughout the course.  Thirty percent of the grade for all courses will be based on final evaluation tasks administered towards the end of the course.
Learning Skills
In addition to course expectations, students are to demonstrate learning skills in each of their courses. Teachers assess student progress in six learning skills categories:
·         Works Independently
·         Teamwork
·         Organization
·         Work Habits
·         Initiative
·         Self Regulation
Learning skills are not a part of the student’s course percentage grade, except in specific cases where a learning skill is embedded as a curriculum expectation. Learning skills are reported on the Provincial Report Card separately from the achievement of course expectations.
Teachers report student achievement through a variety of formal and informal reporting methods such as, the Provincial Report Card, interviews, conferences, phone calls, and letters to parents.  Mark updates may also be sent home.  Henry St. H.S. will host a formal parent-teacher's conference session each semester.
Compulsory Formal Examinations/Summative Assignments
Final course evaluations are compulsory. Students absent from a final evaluation (eg. examination) will receive a mark of zero unless prior permission of the appropriate Vice-Principal /Principal is obtained, or a medical certificate is submitted to the office within 24 hours. The medical certificate must state specifically that the student was not able to attend at the time of the evaluation. The exam will then be rescheduled by the appropriate vice-principal.
Parents/guardians are advised to consult the school calendar prior to scheduling holidays. Examination dates are fixed on the school calendar.  Exams cannot be rescheduled to accommodate travel or work schedules.
Cheating is the use of unauthorized materials, items or devices to gain an unfair advantage in school work (especially graded assignments, tests or exams), and includes copying another’s work, and allowing one’s work to be copied by another. The unauthorized use of information from print, electronic devices or other sources is considered cheating. Any student who is cheating will receive a zero on that assignment and may be suspended from school.
Late and Missed Assignments
Grade Nine and Ten:
5% per day up to a maximum of 5 days (including weekends)
Students may still have an opportunity to submit an assignment later, at the teacher’s discretion. Teachers may determine absolute deadlines for submission of work for evaluation.
Grade Eleven:
7%  per day up to a maximum of 5 days (including weekends)
Students may still have an opportunity to submit an assignment later, at the teacher’s discretion. Teachers may determine absolute deadlines for submission of work for evaluation.
Grade Twelve:
10% per day up to a maximum of 5 days (including weekends)
The deadline for submission of work will be posted by the teacher and may be established in consultation with the student. The deadlines will be clearly communicated. The last date of this period of time will be deemed an absolute deadline. The teacher may determine an absolute deadline for submission of work for evaluation.
Plagiarism is a form of cheating that is defined as the use of the thoughts or ideas of someone else by a student without crediting the source. Use of part or all of any other person’s book, essay, magazine article, chart, drawing, diagram or any other piece of work in an assignment without proper acknowledgement is plagiarizing. Submitting an assignment written by anyone else or presenting information taken from the Internet as one’s own is plagiarizing.
The use of translation software including online translators in a language course can be considered a form of plagiarism.
A variety of plagiarism identification methods may be used by the school including; teacher identification based on monitoring during the development process; Internet searches to identify sources of unusual wording or phrases in a student’s work and or third party plagiarism tracking software.
Students who do not submit their work through 3rd party plagiarism tracking software must submit all of their detailed process work.
For incidents where a student is found to be plagiarizing, depending on the student’s level, individual circumstances combined with the degree of intent, number and frequency of the incidents, consequences and interventions may include:
·          Mandatory plagiarism education session
·          Re-submission with proper citation
·          Repeat of the assignment and or part of the assignment that is plagiarized
·          Substitution of an alternative and equivalent assignment
·          Rewriting with staff monitoring
·          Mark reduction
·          Mark of zero
·          Administrative and parent involvement
·          Increased monitoring of future assignments
·          Detentions and or suspensions