EVALUATION & PROMOTION POLICY
PINEWOOD SCHOOL
Evaluation of learning is a fundamental process necessary to ensure continuous educational progress. It is an integral part of the learning process. As stipulated by the MEQ, the following values must form the basis for all evaluation: justice, equality, equity, openness, rigour and coherence.
“The values of justice, equality and equity, together with the values of openness, rigour and coherence, must form the basis for the orientation related to the evaluation of learning…. The values of justice, equality and equity are based on the rights and duties specified in the Education Act, MEQ regulations and the Quebec Education Program. These values entail a set of evaluation criteria and expectations that apply to all students and that take into account individual differences without lowering standards. For example, the rights of students with visual impairments are respected (justice) if they write the same examination as other students (equality) and are given a Braille version of the examination (equity).
Evaluation must also be rigorous. The teacher’s assessment must be based on reliable results obtained through the use of valid instruments or observations. The teacher cannot rely on a single observation or single test in making a judgement concerning a student’s competence.” ¹
The evaluation of student learning assists everyone involved to make informed decisions and plans to improve the teaching and learning process for every student. The evaluation results shall:
Ø Assist the students in setting new goals for their learning.
Ø Assist the teachers in discovering the strengths and needs of each student and thus plan appropriately to ensure the students’ continuous learning.
Ø
Assist the principal in making
informed decisions regarding a student’s needs, placement and the determination
of appropriate services.
Ø Assist parents in recognizing their child’s academic standing, supporting and encouraging their children to continuously progress.
¹ Orientations Regarding the Evaluation of Learning at the Elementary Level, Ministère de l’Education, June 2001
The students’ results must accurately reflect their performance in relation to specific competencies, whether at level or from an adapted program.
The principal shall ensure, upon the teachers’ recommendations, that the teachers possess the necessary materials and tools to evaluate the students. As well, the principal must encourage and provide ample opportunities for conferencing with professionals, teachers and/or parents to discuss a given student’s progress and/or placement.
Teachers’ professional judgment is central to the process involved in the evaluation of learning. In keeping with the concept that evaluation is an on-going process throughout the school year, teachers are expected to use a variety of assessment strategies relative to the competencies in the MEQ Program and consistent with the instructional approaches used. In order to enhance students’ awareness of their own progress throughout the learning process, teachers shall ensure that students have the opportunity to self-evaluate, and set new goals for further learning. As part of the overall learning process, formative evaluation shall be used throughout the cycle primarily to support students in their process of learning, and to enable teachers to adjust their pedagogical activities. In addition, summative evaluation tools shall be used at the end of a given cycle to determine the degree of development of the competencies and record the results in the report card.
The following are examples of various assessment tools and strategies, which may be used to evaluate students’ learning and assess the degree of development of competencies by students:
Ø Observation checklists
Ø Annotated assignments and portfolios
Ø Formal/Informal, oral/written class tests
Ø Class projects
Ø Student participation and effort
Ø End-of-cycle assessments
Ø MEQ examinations where applicable
Ø Board-wide examinations
Ø Teacher-made summative criterion-referenced tests
Ø Other summative tests (i.e. BIM)
Alternate modes of evaluation may be used for students with learning difficulties provided that the measurement instruments address the same objectives. The decision to adapt and evaluation instrument will be linked to the program modifications outlined in the IEP.
The following are some strategies, which may be used to adapt evaluation:
Ø Use of scribes for written exams
Ø Oral presentations or use of tape recorders instead of written assignments
Ø Keyboarding and enlarged fonts on exams
Ø Extended timelines to complete an exam/test/assignment
Ø Fragmented exams/tests
Ø Adjusting expectations to the student’s individual abilities and capacities
Ø Using technologies where applicable and appropriate
Ø Any other device/tool/strategy that may adapt the evaluation appropriately to the needs of the student.
Ø Use of Volunteer Readers
Ø A judgment concerning a student’s competence level can be made only by comparing his/her achievements with the learning outcomes described in the QEP.
Ø End –of-cycle results shall be representative of the results obtained through a selection of summative evaluation activities/tools.
Ø At least two (2) summative criterion-referenced assessments shall be used to obtain the end-of-cycle results.
Ø Board-wide exams may also be used to determine end-of-cycle results.
Evaluation leads to communication with parents. In addition to the four formal report cards as required by the Basic School Regulation, communication to parents may take various forms, such as:
Ø Annotated portfolios
Ø Formal/informal parent-teacher meetings
Ø Progress reports
Ø IEP resource reports
Ø Logbooks
Ø Telephone conversations
Ø Behaviour modification charts
Ø Informal and anecdotal comments through letters and/or agenda
Appropriate student placement shall be determined for every student to ensure continuous academic success. Such decisions shall be arrived at after case conferences with the teachers, parents, professionals and principal.
The school principal must ensure that every student is serviced appropriately based on his/her individual needs and available resources. In keeping with the spirit of the MEQ curriculum, promotion must always be considered a favourable option.
However, retention may be considered at the end of a cycle under the following circumstances:
Ø The student has not acquired the competencies in at least two of the three core subjects; English Language Arts, Mathematics or French Second Language.
Ø The student appears to be significantly emotionally or socially immature
Ø Support services were provided in an attempt to ensure continuous progress
Ø At least one case-conference was held between the teachers, parents, professionals and principal to discuss placement for the following school year.
Ø It was agreed by the majority of the afore-mentioned that retention is the most appealing option to ensure a higher probability of success
Ø Retention may be an option provided that the student does not exceed age 13 upon beginning secondary 1.
All students must have spent a minimum of 5 years in an elementary school, excluding kindergarten. As well, every attempt should be made to provide challenging activities for students more academically gifted.