Assessment

 

ASSESSMENT POLICY

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 Options

"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:  

 

Percentage

Letter grade

Definition

100-86

A

The student demonstrates excellent or outstanding learning in relation to the learning standards.  

85-73

B

The student demonstrates very good learning in relation to the learning standards.  

72-67

C+

The student demonstrates good learning in relation to the learning standards.

66-60

C

The student demonstrates satisfactory learning in relation to the learning standards.

59-50

C-

The student demonstrates minimally acceptable learning in relation to the learning standards

0-49

F

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.

N/A

SG

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.

N/A

TS

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.  

N/A

IE*

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.

N/A

W

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.

*F, 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:  

  • Communication and Collaboration  
  • Critical Thinking and Creative Thinking  
  • Personal and Social Skills/Development  

 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, CHeS School of Record Students)

A graduation status update will be provided on the mid-year report for grade 12 students and the final summary of learning report for all 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 be part of the comment section at the end of the report and will include:

  • which grad requirements, as outlined in the Graduation Program Order, still need to be met.
  • a student’s completion of any Provincial assessments; and
  • what graduation program students are on.

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:

  • the problem or problems preventing the student from providing sufficient evidence of learning.
  • a plan of action to help the student provide sufficient evidence of learning; and
  • a timeline for converting the “IE” to another indicator or letter grade.

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.   

Teachers may take from one week to one month to mark assignments. If this marking window needs to be longer the teacher will inform the student about the need for more time.  Please contact the principal if your teacher is consistently delayed returning marks for you assignments.  However, students who do not communicate throughout the course about their assignments and dump a huge pile of material for marking all at once, are putting the quality and accuracy of the marking of their assignments at risk.  Please gradually share your assignments with your teacher as you work though the course. This will facilitate quality exchanges that can keep your assessments meaningful and strong.

 

Special Grading Scale for High School Special Needs Modified Students.

 

Mid-year Grading Scale for HS SN Modified Students.

Scale pretraining to course goals/learning plan.

% Range

Comments

Work Habit Equivalent

Effort

IE

Insufficient evidence available -

assessment isn’t possible yet.  Usually, only activation is accomplished and not much else in the notes.

  IE

This assessment requires stating an outline of how to gain an assessment.  Share details about the course and what’s expected before the end of the school year.

   65

Lacking

Emerging

Starting to work on goals.  There’s enough evidence to grant an assessment.

50-99

This may be similar to an SG which is possible at the end of the school year, with Principal permission. The student has lots of work ahead of them to be able to meet the course goals and it looks like they will only accomplish their course partially by the end of the year. Adjustments at mid-year to the course may need to be documented.

      N-S

Starting to engage

Developing n

Working on goals but missing info or lacking effort g

70-79

The student is working on goals consistently but may need some adjustments in their IEP or course to help them meet the goals by the end of the school year.   Meeting course goals is thought possible with assistance.

  74-76

Effort-goes up and down

Proficient

Working on goals consistently

80-89

The student is progressing and there’s a strong indication they will meet their course goals by the end of the school year.

  84-86

Good effort

Extending

Meeting goals by mid-year

90-100

The student almost met all goals for the course by mid-year. Tremendous effort demonstrated.  

  91-95

Tremendous effort

 

 

Year-end Grading Scale for HS SN Modified Students.

Scale pretraining to course goals/learning plan.

% Range

Comments

Work Habit Equivalent

Effort

IE

Insufficient evidence available -

assessment isn’t possible yet without more info

IE

This assessment requires stating an outline of how to gain an assessment. Student is granted time in the summer to work on the course.   Share details about the course and what’s expected for final assessment to be possible. Re-assessment before the end of Aug.

  N

Lacking

Emerging/SG

Working on goals but effort is still lacking, though improving.  There’s enough evidence to grant an assessment.

50-99

SG is possible for an “Emerging” student with Principal permission, but the teacher can grant a % instead and not have to involve the principal. The student has worked on course goals but isn’t meeting the complete learning plan yet. They are ½ way there or slightly more or less.  

  N-S

Improving

Developing n

Meeting almost all course goals. g

70-79

The student is working on goals consistently and with assistance is meeting more to most goals by the end of the school year.

  S

Improving

Proficient

Meeting course goals

80-89

The student is progressing well and has met all the course goals by the end of the school year to an acceptable level.

  G

Good effort

Extending

Meeting more goals than expected

90-100

The student has met more goals than expected by the end of the school year.

  G

Tremendous effort