Assessment & Evaluation (Grades 7 & 8)

Student performance is assessed on a frequent basis. Students receive meaningful feedback in order to make appropriate adjustments to their learning and performance behaviours. All teachers use a wide variety of assessment tools in order to assess a broad range of learning styles and skills. The assessment tasks are designed to allow students to demonstrate all of the categories of achievement: knowledge and understanding, thinking, communication, and application or making connections. These assessments are appropriate to the specific skills and content of the subject area, but also give the students the opportunity to utilize a wide range of intelligences.

Some tasks are assessed ‘for’ learning or as the learning is in process. Such tasks allow students to attempt new skills and demonstrate recent learning without their performance affecting their overall grade, such as quizzes and exit cards. Only tasks that are designed to involve assessments ‘of’ learning, such as essays, tests, oral presentations and exams contribute to a student’s overall course grade. Student performance is evaluated in terms of criteria that is presented to the students ahead of time, and is based on the achievement level descriptions set out in the Ontario and MYP guidelines.

Ontario Ministry of Education Assessment Scale

Tests And Major Term Tests (GRADE 7 & 8)

In Grades 7 and 8, students write tests at regular intervals, generally at the end of a unit of study. As well, Grade 7 and Grade 8 students write one major term tests (exams) in June. Test preparation and writing is a learning process to prepare the students for high school when they are expected to be more independent. Students are given a study schedule, and taught study techniques and hints to help them study effectively. In Grade 7 and 8, the study schedule is assisted by the teachers. The major term tests are 1.5 hours long. All students with identified learning needs as set out in a Student Learning Plan (SLP) will receive the requisite accommodations on these major term tests (e.x. 25% extra time, quiet separate space, etc.).The major term test schedule is completed and sent to both parents and students, approximately 3-4 weeks in advance. Illness or conflicts to the schedule are to be communicated to both the teacher and the Principal, who will make appropriate accommodations without jeopardizing the integrity of the exam. 

A quiet period occurs three days prior to the start of exams and requires no homework, tests or projects be assigned during the week. The only evening work should be preparation for the exams.

Guidelines for Offering Re-Tests

Students may be offered a re-test by the teacher under the following circumstances.

  1. Consultation and agreement with course partners.

  2. Where a re-test is offered to some for non-personal reasons, it should be offered to all. 

  3. Where any re-test situation occurs, there must be a plan for re-learning; that plan may differ according to the learning needs of the individual student, and the plan for relearning should be set out in a TRAILmail. 

  4. Where a student decides to do a re-test, their result on the later attempt will replace the result in the earlier attempt. 

  5. A re-test should be held within a week of the first attempt.

  6. Whether the re-test occurs within or outside the class time will be at the discretion of the teacher. 

  7. It will be at the discretion of the teacher as to what portions of a test or assignment are redone and whether a different form of assessment is used in the second attempt. 

  8. Personal circumstances that are relevant to consider in an application by an individual for a re-test should extend only to matters outside of the student’s control.