Assessment and Evaluation

Assessment and Evaluation Procedure:

I structure assessment around two general principles: opportunity and responsibility. Students' learning is a collaborative process, one that involves students, their peers, class time and experiences, and their teacher. It is a process they must take an ACTIVE role in. I use a few summative evaluations where students demonstrate their learning and skill level, but throughout each course our time is devoted to opportunities for inquiry, practice and growth. Attendance and active participation and involvement in their own learning are critical, are required. Assessment will be regular, ongoing and focused on skills and improvement in learning. Classes will integrate varieties of assessment practices. Standards will be high and challenging, but attainable.

Grading Criteria:

All assignments will be graded using the following general criteria:

·        adequate consideration of ideas presented in the readings and class experiences

·        clear evidence of understanding of the content

·        thoroughness, coherence and clarity

·        effective, edited writing

The mark allotted to an assignment relates to its quality and is based on B.C. Ministry prescribed learning outcomes, B.C. Ministry Provincial grading standards.

Grading categories:

Exceptional: 86-100%

Exemplary work that demonstrates excellent comprehension of the subject, exceptional thoughtfulness and an inquiring mind. Consistently applies a high level of critical scrutiny to texts and discussions, with a willingness to explore ideas beyond what has been presented, to question and evaluate critically one's own thinking and learning processes. Shows a high degree of personal engagement with the topic and makes connections that are deep and insightful. Fully articulates innovative ideas based on in-depth analysis, including pertinent references; is creative and thought-provoking. It exhibits an effective writing style and a sophisticated use of language. Response need not be flawless, but excellent editing of all grammar, spelling and expression.

Very Good: 73-85%

Strong work that demonstrates in-depth comprehension of the subject. Frequently articulates original, critical insights. Thoughtful use of existing knowledge in the subject. Reveals a willingness to engage actively in the learning experiences of the course in the work and to make personal and meaningful connections. Evidence of critical reflection, questioning and creativity. Composition displays some manipulation of language to achieve a desired effect and exhibits a clear sense of voice and of audience. The writing is thoughtful and interesting. Vocabulary and sentence structure are varied and serve the writer’s purpose successfully. Errors may be present and minimal, but are not distracting.

Competent: 60-72%

Satisfactory work; no major weaknesses in comprehension of the subject are evident. Shows few original, critical insights. Understanding of the texts is literal and superficial. References are present and appropriate, but may be limited to only part of the text. Consistent evidence of personal involvement in the learning experiences of the course and the making of connections. Writing conveys student’s ideas but without flair or strong control. Writing tends to be formulaic and predictable, lacks variety in sentence type and expression. Errors present in editing, but not distracting. Meets all course objectives and requirements.

Minimally adequate work: 50-59%

Understanding of the texts may be partially flawed. An attempt at

synthesis of course ideas is evident. References to the texts are not clearly connected to a central idea or may be repetitive. Responses are somewhat underdeveloped, lacking pertinent references and explanations. A sense of purpose may be evident, but errors are distracting. Does not meet all criteria and requirements.

Inadequate: 0-49%

Inadequate for successful completion of the course outcomes. Reveals an inadequate or lack of engagement with learning experiences in the course and an unwillingness or inability to participate appropriately. While there is an attempt to address topics, understanding of the texts or the task may be seriously flawed. The response is underdeveloped. Errors are recurring, distracting and impede meaning. Further practice, studying and development in this area or skill-set is required.