Assessment and Evaluation practices in the Halton District School Board reflect the policies and practices described in Growing Success: Assessment, Evaluation and Reporting in Ontario Schools 2010 . These administrative procedures are predicated on seven fundamental principles central to all all assessment, evaluation, and reporting which insist that teachers use practices and procedures that:
are fair, transparent, and equitable;
support all students, including those with special educational needs, those who are learning the language of instruction, and those who are First Nation, Métis, or Inuit;
are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the the interests, learning styles and preferences, needs, and experiences of all students;
are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;
are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement;
develop students’ self assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
Growing Success, p.6
As outlined in Growing Success, the primary purpose of assessment and evaluation is to improve student learning. To further this goal, all school boards must develop administrative procedures in the areas of Lates and Zeros and Academic Dishonesty, Final 30%, and Determining Grades.