The students are expected to maximize learning time while they are doing online schooling. While both modes of instruction, synchronous ( teacher-directed, live learning sessions) and asynchronous (learner-directed, modular learning) will be done, more emphasis will be put on student-centered, independent as well as collaborative learning.

Course activities will be highly asynchronous across the subjects, so budgeting one's time properly will complement all the effort put in. In addition, the students are required to submit output on or before due dates, to consult with the subject teacher if necessary, to inform the subject teacher of reasons behind missing out on tasks or of causes of prolonged absences online.

Online, within and beyond class hours, the students are expected to comport themselves professionally, to respect oneself and others in the current medium, and to communicate with sincerity at all times, verbally or in writing.

The greater aim of every student is to strive to continue learning and to prepare themselves for the greater challenges of life that they’ll have to face. Their stay in the ASHS is so short, and despite this new delivery of instruction, it is hoped that they make the most out of it

Learning spaces at home for the students don’t have to be constructed but simply be designated. Areas in the house where the students can sit themselves professionally enough for an online class can be identified by the parents. Ideally, these areas would be quiet spaces conducive to learning, free from distractions and ambient noise.

While they can, the parents are not expected to help the students with course content. The ASHS student can manage on his/her own, given enough effort and motivation.

Course learning outcomes or objectives are used as the bases for assessments of and for learning. The assessments then determine the learning activities best suited for preparing students for succeeding in these assessments and thereby accomplishing the aforementioned learning outcomes.

The assessments are mostly formative, tracking the learning progress of the students, and giving them constant feedback. Summative or major assessments will be the gauge of whether students are able to attain learning outcomes. The specific assessments per subject area are in the Course Information Handouts to be shared with students on the first day of classes.

a. Purpose of Marks

The Qualitative Marks emphasize self-mastery in this challenging time of a continuing pandemic. The thrust is on continuing to learn and on rising to the challenge. The qualitative nature of the marks supersedes notions of a summation or endpoint to learning at some point in time. The focus is on the learning process, more than on the product. More specific descriptors of these marks will be given in the courses that the students will take.

b. Qualitative Marks

QUALITATIVE MARKS DESCRIPTOR

Exemplary Exceeded the expected learning outcomes

Proficient Met the expected learning outcomes

Lacks Proficiency Did not meet the expected learning outcomes

Should Colleges and Universities require a translation of the qualitative marks to numerical marks, the school will prepare said translation.

c. Grading Components

The grade components, more accurately the course assessments, are found in the individual Course Information Hand-outs to be given at the beginning of the quarter.

d. Report Cards

Report Cards are released at the end of every semester after the students have taken all the subjects for the semester. Given the quarterly set-up for the courses, Midterm/Mid-Quarter Marks are not to be released. The Subject Teachers are to continuously give feedback as to the progress of the students. The students are also to closely monitor and reflect on their own progress.

e. Grading Procedure in Case of Absence

Given the few assessments to be given over the 8-week course, students are allowed to make-up at most two (2) missed major assessments, especially if these are conducted during synchronous sessions. It is the responsibility of the student and the parent to communicate to the subject teacher the reasons for missing the assessment and to make arrangements for the make-up.

f. Periodical Examinations

The Mid-Term and Final Examinations, as defined in the past school years, will not be administered for the school year 2020-2021.

g. Effort Marks

The students are given effort marks per course, per quarter. Given the unique nature of the online school year and all the other external factors pertaining to technology that both teacher and student have no control over, and with due consideration to the different circumstances of the students, the effort marks are as follows:

EFFORT MARKS DESCRIPTOR

O Outstanding Demonstrated work effort that exceeded expectations given the student’s unique situation

S Satisfactory Consistently worked on and submitted the tasks on time

NS Not satisfactory Inconsistent or lacking in the delivery of the assigned tasks