Updated Nov. 2023
CHeS is starting to implement the new K-12 Student Reporting Policy. Therefore, our policy supports 5 communications: two informal assessment interviews, two formal written assessments, and one summary of learning at the end of the school year. The informal assessments are direct teacher family interviews (Nov. & Apr.) while the 2 formal assessments are report templates available online in January and June. The Summary of Learning will be the final assessment granted once the student has met all course requirements.
Note: In 23-24 The new K-12 Student Reporting Policy introduced the reporting symbol, “IE” for Insufficient Evidence of Learning. This is a temporary assessment used to report when students, for a variety of reasons, have not provided sufficient evidence of learning in relation to the Learning Standards of the Provincial Curriculum. For High School students (10-12) a “graduation update” will be part of all final summative reporting. Also, in 23-24, the Ministry added the First People’s Graduation Requirement. See below for more details.
"Assessment should provide students with multiple ways to demonstrate what they know and are able to do." At CHeS we offer multiple forms of assessment:
GRADED ASSESSMENT (10-12): Student achievement will be noted in progress reports using percentages and letter grades, in conjunction with comments from teacher observations. The following grading standards apply:
The student demonstrates excellent or outstanding learning in relation to the learning standards.
The student demonstrates very good learning in relation to the learning standards.
The student demonstrates good learning in relation to the learning standards.
The student demonstrates satisfactory learning in relation to the learning standards.
The student demonstrates minimally acceptable learning in relation to the learning standards
The student has not demonstrated, or is not demonstrating, minimally acceptable learning in relation to the learning standards. Prior to assigning an F, it is important students, parents, and caregivers are made aware of any concerns and given a chance to address the needs of the student.
Standing Granted: Although completion of normal requirements is not possible, sufficient evidence of learning has been demonstrated to warrant, consistent with the best interests of the student, the granting of standing for the area of learning and grade. SG may be used in cases of serious illness, hospitalization, late entry, or early leaving, but may only be granted by an adjudication process authorized by the principal, vice-principal, or director of instruction in charge of a school.
Transfer Standing: May be granted by the principal or vice-principal on the basis of an examination of records from an institution other than a school as defined in the School Act. Alternatively, the principal or vice-principal may assign a proficiency scale indicator or letter grade and percentage on the basis of an examination of those records.
Insufficient Evidence of Learning: The student, for a variety of reasons, has not provided sufficient evidence of learning in relation to the learning standards. See more details below. This assessment is never allowed as a final assessment. See more details below.
Withdrawn: A student has withdrawn from the course. A reason for withdrawal will be documented.
PROFICIENCY SCALE ASSESSMENT (K-9): Student progress will be noted on progress reports using encouraging comments and the following performance standards or Ministry Proficiency Scale:
Emerging (EMG): The student demonstrates an initial understanding of the concepts and competencies relevant to the expected learning.
Developing (DEV): The student demonstrates a partial understanding of the concepts and competencies relevant to the expected learning.
Proficient (PRF): The student demonstrates a complete understanding of the concepts and competencies relevant to the expected learning.
Extending (EXT): The student demonstrates a sophisticated understanding of the concepts and competencies relevant to the expected learning.
*SG, IE, and W may also be applied to K-9 reporting. See chart above.
WORK HABITS: Are typically assessed with an invitation for parent and student involvement. Grading Scale: Good, Satisfactory, or Needs Improvement. This assessment is visible within the Planner reporting template but does not appear on the report card that is emailed to the family.
CORE COMPENTENCY SELF-ASSESSMENT: Once a year CHeS students are invited to self-assess their level of competency concerning the following skills:
All Elementary & High School SOR students must complete this assessment as part of April's informal assessment. CHeS encourages the growth of core competencies throughout the learning journey and the student will be encouraged to self-reflect often regarding their communication, thinking, personal & social competency.
Graduation Status Update (10-12)
The graduation status update will be provided on the final summary of learning report for 10-12 students and will inform parents/guardians, and students of the information they need to ensure graduation requirements are met.
The graduation status update will include:
For students who are working on a School Completion Certificate (Evergreen) their graduation status update will indicate that the student is working towards a British Columbia School Completion Certificate (Evergreen Certificate) and will list the courses and programs in which the student is participating.
*Insufficient Evidence of Learning
As defined in the Provincial Letter Grades Order, the "IE" reporting symbol will be used to inform parents/guardians when students, for a variety of reasons, have provided insufficient evidence of learning in relation to the Learning Standards of the Provincial Curriculum. The “IE” symbol is temporary and indicates that further information is required before students can be evaluated. The “IE” symbol can be used in grades K-12.
When an "IE" reporting symbol has been assigned teachers will identify:
An “IE” (Insufficient Evidence of Learning) must be converted to another indicator or letter grade before the close of the course and no later than 12 months of being assigned.
BC Provincial Graduation Assessments
As part of the updated graduation requirements, students in the B.C. Graduation Program must complete three provincial assessments. They will focus on the demonstration and application of numeracy and literacy.
*This requirement does not apply to students in the Adult Graduation Diploma Program
FIRST PEOPLES GRADUATION REQUIREMENT:
Effective the 2023/24 school year, all students working toward a B.C. Certificate of Graduation (“Dogwood Diploma”), in English or French, must successfully complete at least 4 credits in Indigenous-focused coursework. This website, provided by the Ministry, outlines more details, resources, and a course list of qualifying credits. *This requirement does not apply to students in the Adult Graduation Diploma Program.
Foundation Skills Assessment (F.S.A.) The B.C. Ministry of Education expects all BC DL students in grades 4 and 7 to write the F.S.A. Each year, students will be notified of test dates and participation procedures.
CHeS Marking Policy
Designated assignments handed in late may be downgraded by 10% upon teachers’ discretion. There may be a good reason for lateness, but students need to validate this to be allowed more time. Also, at the teacher's discretion, assignments may be submitted twice for grading purposes. The best score will be counted.