Evaluation of Student Achievement

The purpose of assessment and evaluation is to improve student learning, by providing clear information on student progress, and direction for instructional and student improvement. At Rockway, our approach to evaluation and assessment includes the following guidelines and assumptions:

• Evaluation and assessment are based on curriculum expectations and knowledge, and skill objectives in each discipline, as outlined in Ministry of Education curriculum policy documents.
• Evaluation and assessment include clearly stated performance criteria for daily classroom work, assignments, projects, and tests. Each course of study outlines and communicates these criteria to students, both at the outset and throughout the course.
• Evaluation and assessment are continuous and varied in nature. Students are allowed a full range of opportunities to demonstrate their learning. Emphasis is placed on thorough and systematic studies throughout the school year.
• Evaluation and assessment seek to be fair to the needs and abilities of students, and ensure that students understand directions for improvement.
• Evaluation and assessment of learning is communicated with students and parents on an ongoing basis, through formal means such as Report Cards, and through regularly scheduled meetings between teachers students and parents. The first of such meetings is held early in the school year, with additional meetings held after the midsemester report cards have been distributed.
• For students in Grades 7-12, achievement is reflected as a percentage grade. During each course and at the end of a course of study, students are awarded percentage grades, both for their term work as well as their final examination. A final grade for each course is calculated using 70% of the grade, based on an evaluation of student learning throughout the course. 30% of a student's grade will be based on a summative course evaluation, in the form of an examination, performance, essay, and/or other method suitable to the content of the course.
• Levels or degrees of student achievement of the curriculum expectations are described in detail in the achievement charts that appear in all secondary curriculum policy documents. These charts are organized in broad categories of knowledge and skills, and provide detailed descriptions of each level of achievement.