Student Evaluation
At the beginning of the school year, students will be provided with a written course outline which describes the expectations, content and evaluation for each course. Students will be informed of the type and number of assignments and tests and how their final mark will be calculated.
Teachers will use a variety of evaluation strategies which recognize different learning styles and should include written, oral and presentation skills as appropriate to the course expectations.
The school year calendar will outline the academic calendar, report card dates and parent/guardian-teacher interviews can be found here: Calendars
Parents are encouraged to contact teachers throughout the year regarding progress in individual subjects. E-mail addresses of teachers are the first name.last name@tdsb.on.ca
EVALUATION - GRADE 9, 10, 11 and 12
The final grade for each course will be determined as follows:
70% will be based on assessments conducted throughout the course
30% will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation:
- suitable to course content
- administered toward the end of the course
The final grade should reflect each student’s most consistent and most recent level of achievement.
All students are required to take part in the course culminating activities that make up the 30% final grade.
Subject teachers will not be required to provide alternative evaluations for students who are absent for family vacations.
EVALUATION OF LATE AND MISSED ASSIGNMENTS
Students are responsible for their own behaviour and for completing and submitting work for evaluation on time. Students must make themselves aware of each due date and the ultimate deadline which is the last opportunity a student has for submitting an assignment for evaluation.
Teachers support students in the development of their learning skills and work habits that make them successful learners. Teachers, students and parents will work together and use a number of strategies to ensure that students complete their work and submit it on time. Suggested strategies include:
counselling the student and offering extra help
setting up a student contract
helping students develop better time-management skills
scheduling conferences with student and parents/guardians
referring to the student’s IEP for suggested accommodations/
modifications
providing alternative forms of assignments
Should the need occur, students must advise their teacher when a challenge will prevent the student from submitting work on time. The teacher will use professional judgment and consider extenuating circumstances for individual students. Students must also understand that there are consequences for incomplete, missing and late assignments. Only when a significant number of strategies have been tried, marks may be deducted up to and including the full value of the assignment.
Homework is an important part of every child’s school experience and encourages good study habits at an
early age. Positive and open school-home partnerships and communication ensure students have the support
they need to be successful.
The TDSB Homework Policy (P036) is based on current teaching and learning practices, research, student
census data and consultation with parents, educators and the community. The policy balances the time
required to complete homework with extra-curricular activities and other activities that support personal
and family wellness.
Grades 9 to 12 (guidelines from Homework Policy P036)
Homework assigned for students in Grades 9 to 12 will be clearly articulated and carefully planned, with
an estimated completion time of two hours or less. Homework stress is particularly prevalent for families
with children transitioning between major school levels. For this reason, homework, especially for Grade 9
students, should be carefully planned in partnership among subject teachers.