How you are Evaluated in Ms. G's Class?
How you are Evaluated in Ms. G's Class?
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Assessment and evaluation in HFC3M/E are grounded in the principles of Growing Success and focus on supporting learning, growth, and meaningful demonstration of understanding over time.
Student achievement is evaluated using observations, conversations, and products, with greater emphasis placed on the most recent and most consistent evidence of learning. This course is expectation-based, meaning students are assessed on how well they demonstrate specific curriculum expectations rather than accumulating points. Feedback is central to learning in this course. Students are provided with multiple and varied opportunities to demonstrate their learning, reflect, refine their work, and show growth over the term. The focus is less on chasing grades and more on improving understanding through feedback and revision.
Opportunities to demonstrate learning, however, are finite. Meeting assignment expectations includes completing all required components and adhering to established deadlines. Because refinement and growth are key components of learning in this course, assignments submitted after the deadline cannot demonstrate achievement beyond a Level 3 (75%), as the full opportunity for feedback, revision, and growth has been reduced.
Students can ensure that future attempts meet all assignment requirements and, when done consistently, can significantly improve their overall course evaluation.
"Determining a report card grade will involve teachers’ professional judgement and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence."
(Ministry of Education, 2010, p.39)
⭐Achievement Levels & Corresponding % Mark Range
⭐Achievement Levels & Corresponding % Mark Range
A student’s achievement of the overall curriculum expectations will be evaluated in accordance with the achievement charts in the provincial curriculum and will be reported using percentage marks. It is expected that both mathematical calculations and professional judgement will inform the determination of percentage marks. The following conversion chart shows how the four levels of achievement are aligned to an overall percentage mark.
🎯Learning Goals: Curriculum Expectations
🔎 A. Research & Inquiry Skills
🔎 A. Research & Inquiry Skills
A1 Exploring
A2 Investigating
A3 Processing Information
A4 Communicating and Reflecting
🍜B. Culture, Foods, & Food Practices
🍜B. Culture, Foods, & Food Practices
B1 Food Choices
B2 Food Guidelines
B3 Culture & Food Habits
🌶️ C. Foods & Flavours
🌶️ C. Foods & Flavours
C1 Food Availability
C2 Sources of Food
C3 Flavours of the World
🔪 D. Food-Preparation Skills
🔪 D. Food-Preparation Skills
D1 Kitchen Safety
D2 Food Safety
D3 Food Preparation
⚖️ Grade Distribution & Weighting
⚖️ Grade Distribution & Weighting
The term is worth 70% of your final grade. Each strand of learning is weighted as follows:
🔎 Strand A Research & Inquiry Skills = 17.5% / 15%
Learning & Lab Portfolio
In-class Assignments & Observations
Unit 1: Cookies of the World, project
Unit 2: Regions of Canada, project
Unit 3: Dining Habits & Food Etiquette Around the World, project
🍜 Strand B Culture, Foods, & Food Practices = 17.5% / 15%
Learning & Lab Portfolio
Regions of Canada, project
In-class Assignments & Observations
Unit 2 Test
🌶️ Strand C Foods & Flavours = 17.5% / 15%
Learning & Lab Portfolio
In-class Assignments & Observations
Unit 3: Flavours of the World Atlas
🔪 Strand D Food-Preparation Skills = 17.5% / 25%
Learning & Lab Portfolio
Unit 1: Cookies of the World, lab
In-class Assignments & Observations
All labs
All lab planning
Unit 1 Test
* The values in RED (above) are for HFC3M (College/University), and the values in GREEN are for HFC3E (Workplace)*
The course culminating tasks are worth 30% of your final grade. They consist of the following 2 items:
Final Exam (across all units of study), 15%
Story of a Food (culminating project, presentation, & lab, across all units of study), 15%
The above course and project outline is subject to change due to circumstances over the semester (lab availability, weather, budget, school initiatives, etc.). The above schedule is a a typical semester.
🧩Learning Skills
"Achievement of the curriculum expectations...is closely tied to learning skills and work habits. Clearly identifying the focus of such curriculum expectations and the evidence that will be collected to assess and evaluate their achievement will assist teachers in making decisions about whether the demonstration of a learning skill or work habit should be part of the evaluation of a curriculum expectation."
(Ministry of Education, 2010, p.10)
✅ Responsibility
✅ Responsibility
The student:
fulfils responsibilities and commitments within the learning environment;
completes and submits class work, homework, and assignments according to agreed-upon timelines;
takes responsibility for and manages own behaviour.
📅 Organization
📅 Organization
The student:
devises and follows a plan and process for completing work and tasks;
establishes priorities and manages time to complete tasks and achieve goals;
identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
🧑💻 Independent Work
🧑💻 Independent Work
The student:
independently monitors, assesses, and revises plans to complete tasks and meet goals;
uses class time appropriately to complete tasks;
follows instructions with minimal supervision.
🤝 Collaboration
🤝 Collaboration
The student:
accepts various roles and an equitable share of work in a group;
responds positively to the ideas, opinions, values, and traditions of others;
builds healthy peer-to-peer relationships through personal and media-assisted interactions;
works with others to resolve conflicts and build consensus to achieve group goals;
shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions.
💡 Initiative
💡 Initiative
The student:
looks for and acts on new ideas and opportunities for learning;
demonstrates the capacity for innovation and a willingness to take risks;
demonstrates curiosity and interest in learning;
approaches new tasks with a positive attitude;
recognizes and advocates appropriately for the rights of self and others.
🧭 Self-Regulation
🧭 Self-Regulation
The student:
sets own individual goals and monitors progress towards achieving them;
seeks clarification or assistance when needed;
assesses and reflects critically on own strengths,needs,and interests;
identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals;
perseveres and makes an effort when responding to challenges.
📊Live Grades & Mastery of Learning Goals
For a current overview of your grade, course progress, and mastery of course learning goals (curriculum), log into Brightspace using your TVDSB email & password.
Click on the Grades icon ^ to see your current level of achievement in all areas of course curriculum we've covered.
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