Assessment and Evaluation

(The Ontario Curriculum for Health and Physical Education Grades 9 to 12 p. 46)

To ensure that assessment, evaluation, and reporting are valid and reliable and that they lead to improvement of learning for all students, teachers use practices and procedures that:

• • are fair, transparent, and equitable for all students;

  • support all students, including those with special education needs, those who are learning the language of instruction (English or French), 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 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.