Our Moral Purpose |
As Catholic Educators in Ontario we are called by virtue of our beliefs, traditions, Catholic Social Teachings and by the Catholic Graduate Expectations to foster the search for knowledge as a lifelong spiritual and academic quest. Our goal is to develop students who are:
- Discerning believers formed in the Catholic Community
- Effective communicators
- Reflective, creative and holistic thinkers
- Self-directed life-long learners
- Collaborative contributors
- Caring family members, and
- Responsible citizens.
These skills, values, attitudes and actions are even more critical for students navigating the challenges of the 21st century. To be successful in our quest, we must embrace the most effective methods of teaching and learning available to us for our students.
Research has clearly demonstrated that good assessment practices have the highest impact on improving student achievement of any strategy ever studied. For this reason, in the Durham Catholic District School Board we are committed to building the collective capacity of our learning community to implement the most current and effective assessment strategies.
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What Does Research Say? |
THE PRIMARY PURPOSE OF ASSESSMENT AND EVALUATION IS TO IMPROVE STUDENT LEARNING.
(Growing Success)
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The Seven Fundamental Principles
To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:
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are fair, transparent, and equitable for all students;
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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;
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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;
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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;
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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;
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provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
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develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
How can assessment improve student well-being and achievement?
When educators use reliable tools to collect data about student learning at the beginning of a learning cycle they can use that information to inform their planning, set individual student goals and make informed instructional decisions.
Gathering student data allows educators to answer questions such as:
- What areas of need are evident?
- What does the whole class need to learn through modeled and shared instruction?
- How will I group the class for small group instruction?
- Which group(s) do I need to see more frequently?
- Which student(s) do I need to work with daily?
- What tasks will align with the curriculum, engage students and help them demonstrate what they value, know and are able to do?
- Working with colleagues, what does the information gathered tell us about our grade or divisional needs? How can we work together to address those needs more effectively and efficiently?
Conducting diagnostic assessments at midpoints in the learning cycle helps educators to make appropriate adjustments to instruction. Conducting such assessments near the end of learning cycles assists in evaluating the teaching and learning that has taken place.
It is important for educators to be mindful of conducting and using assessment in a way that will encourage a productive response from students. The emotional reaction of students to assessment results will determine what the student does next in response. As educators in the 21st Century we want students to adopt a growth mindset to ensure their ongoing success.
Productive student response to assessment | Counterproductive or "hopeless" student response to assessment |
I understand the results
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I don't understand
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I know what to do next
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I have no idea what to do
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I'm OK, I can succeed
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I'm no good at this anyway
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I choose to keep trying
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I give up
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References:
Rick Stiggins, Ahead of the Curve, 2007; Crooks 1987; Black and Wiliam 1998, 2001; Miesels et al, 2003; and, Rodriguez 2004.
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What Does Policy Say? |
What are the Ministry and Board assessment, evaluation and reporting policies that must be followed?
Educators in the Durham Catholic District School Board must be familiar with and adhere to the following policies regarding assessment, evaluation and reporting:
- Growing Success, Assessment, Evaluation and Reporting in Ontario Schools, Grades 1 – 12, 2010
- Beginning September 2016 — Growing Success, The Kindergarten Addendum
- DCDSB Policy 518 Growing Success Student Assessment
- DCDSB Administrative Procedure 518–1 Growing Success Student Assessment
- Ontario Ministry of Education Program/Policy Memorandum No. 155 — Use of Diagnostic Assessment Tools in Support of Student Learning (PPM 155)
Growing Success requires teachers to conduct diagnostic and formative assessment as essential steps of assessment for learning and assessment as learning. Specifically, teachers need to:
- plan assessment concurrently and integrate it seamlessly with instruction;
- share learning goals and success criteria with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses;
- gather information about student learning before, during, and at or near the end of a period of instruction, using a variety of assessment strategies and tools;
- use assessment to inform instruction, guide next steps, and help students monitor their progress towards achieving their learning goals;
- analyse and interpret evidence of learning;
- give and receive specific and timely descriptive feedback about student learning;
- help students to develop skills of peer and self-assessment.
Under PPM 155: Teachers will use their professional judgement, as defined in Growing Success, when selecting and using diagnostic assessment tools. Teachers must utilize diagnostic assessment during the school year, selecting tools from the board’s approved list (contained in this document). In selecting and using diagnostic assessment tools from the board’s list, teachers shall determine the following:
- the diagnostic assessment tools that are applicable;
- which student(s) will be assessed (individual student, small group, or whole class);
- the frequency of use of the diagnostic assessment tools;
- the appropriate timing of the use of the diagnostic assessment tools.
In using diagnostic assessment tools, teachers will ensure that:
- the tools are administered judiciously so that they support the identification of student learning needs, track progress, and supplement instruction;
- the tools are administered judiciously so that they produce the type of data and information required to effectively inform classroom instruction;
- the tools are administered in a manner that will allow the teacher to assess students’ progress and share such information with the principal upon request;
- the information is used to guide students in focusing their learning efforts, setting and monitoring goals, and determining next steps in learning.
Students with Special Needs: The IEP is a working document. In order to improve student learning and achievement, it is important to review and revise the IEP on a regular basis to ensure its effectiveness. This process must be ongoing and not limited to reporting periods.
The use of diagnostic assessment data is key to supporting the creation of honourable, realistic, and achievable goals within the IEP. Teachers are expected to include current diagnostic assessment data on the IEP:
- Each time an IEP is created (i.e., every September or a student’s initial IEP)
- Each time it is revised — at a minimum during first term reporting
- Each June — to determine the progress that has been made during that school year
Parents must be given a copy of the IEP, or revised pages, whenever a revision is made.
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Using Formal Diagnostic Assessments |
In Growing Success, the term diagnostic assessment is defined as “assessment that is used to identify a student’s needs and abilities and the student’s readiness to acquire the knowledge and skills outlined in the curriculum expectations... This data may be collected through a variety of means, which can include observation, student portfolios, and student self-assessment, among others.” (PPM 155)
Knowing the learner is a critical part of effective teaching and learning. Educators are encouraged to utilize a variety of diagnostic assessments and observations to inform their teaching.
The following diagnostic assessments are research based and have been approved as part of the formal Board list. Assessments from this list must be part of all educators’ assessment plan. Each of these assessments can be used across all grade levels, K – 8 and beyond as required and based on individual student need. The table below provides an overview of the recommended diagnostics typically appropriate for particular grades/divisions.
Kindergarten | Grades 1-3 | Grades 4-8 |
- Kindergarten Tools for Assessment Package
- Overall Well-Being
- Oral Language Assessment
- Phonological Awareness
- Concepts About Print
- Letter Identification
- Sight Words
- Writing Continuum
- Reading Comprehension
- Continuum Based Math (CBM)
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- Continuum Based Math (CBM) (French or English)
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- Continuum Based Math (CBM)
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Assessment and evaluation in a Catholic School must respect the dignity of all students by recognizing the uniqueness of their individual learning styles and rates of development.
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Board Approved Diagnostic Assessments |
- Assessment Tools for Kindergarten
- Continuum Based Mathematics (CBM)
- Initial Language Assessment Steps to English Proficiency (STEP)
- Initial Mathematics Assessment (CBM for ESL/ELD)
- Literacy
The above diagnostic assessment tools can be found on the Assessment Framework Tools page.
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Evaluation and Communication of Learning |
What do I need to know in September?
When do I report?
The Ontario Elementary Provincial report card which communicates assessment of a student’s learning is completed twice during the school year in February and June (See reporting schedule for specific dates).
In the fall, the Ontario Elementary Progress Report Card is completed which communicates a student’s development of learning skills and work habits and their general progress. (See reporting schedule for specific dates).
What do I report? When planning instruction, teachers from grades one to eight need to be aware of the reporting requirements for each reporting period which are indicated below:
Ontario Elementary Provincial Report Card Grade 1-8 | Report 1: February | Report 2: June |
Learning Skills and Work Habits
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
With few exceptions, learning skills and work habits are evaluated separately from subject area grades and are reported as follows: E-Excellent; G-Good; S-Satisfactory; N-Needs Improvement. (i.e., they are not to be used as criteria for the determination of a subject area grade).
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X
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X
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Religious and Family Life Education
The subject of Religious Education is taught 4 out of every 5 days. The subject of Family Life is taught 1 out of every 5 days — themes must be taught in sequential order.
Reporting should be based on the expectations of both Ontario Catholic Curriculum Documents.
Gr. 1 – 3 Anecdotal Comments Gr. 4 – 6 Letter Grade and Comments Gr. 7 & 8 Percentage Grade and Comment
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X
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X
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Language
All four strands — Reading/Writing/Oral/Media — must be reported in each term.
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X
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X
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French as a Second Language (see below)
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X
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X
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Math
One overall Math mark should be recorded. This can comprise of evidence from one ore more strands.
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X
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X
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Science
All strands — Life Systems; Structures and Mechanisms; Matter and Energy; Earth and Space Systems — must be reported on at least once. Indicate on report card which strands are being reported on in the given period.
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X
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X
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Social Studies (Grade 1 – 6)
Each strand – Heritage and Identity; People and Environments — must be reported on at least once. Indicate on report card which strand(s) are being reported on in the given period.
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X
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X
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History & Geography (Grades 7 and 8)
Each subject must be reported on at least once.
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X OR X
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Health and Physical Education
Health Education (Healthy Living Strand and Living Skills) is reported on in both periods separately from Physical Education.
Note: The Healthy Living sub-topic, Human Development and Sexual Health, is instructed and reported on through the Family Life Curriculum.
Physical Education (Active Living Strand, Movement Competence Strand and Living Skills) and is reported on in both periods separately from Health Education.
DPA is a mandatory component of daily instruction and is evaluated in the Active Living Strand.
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X
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X
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The Arts
Three of four strands (Dance, Drama, Music, Visual Arts) must be reported on in each period. All strands must be reported on at least once.
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X
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X
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ESL/ELL
When curriculum expectations are modified to meet the language-learning needs of an ELL, assessment and evaluation will be based on the modified expectations.
- Teachers will check the ESL/ELD box to indicate modifications have been made to curriculum expectations to address the language-learning needs of an ELL;
- The ESL/ELD box should not be checked to indicate:
- That the student is participating or receiving support in ESL or ELD programming or courses;
- That accommodations have been provided to enable the student to demonstrate his/her learning (i.e., extra time, bilingual dictionary, apps, work in first language) (Growing Success, p. 76)
French as a Second Language Reporting
Reporting Period | Grade 3 Students in a Grade 3/4 Core French Class | Grade 4 Core French | Grade 1 French Immersion |
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Listening and Speaking
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1st Report Card (February)
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Listening and Speaking (comment only)
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Listening, Speaking (comments and grades)
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Listening, Speaking, Reading and Writing (comments and grades)
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Listening and Speaking (comment only)
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Listening, Speaking, Reading and Writing (comments and grades)
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Listening, Speaking, Reading and Writing (comments and grades)
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Assessment of Learning |
What does policy say about evaluation?
Growing Success provides a comprehensive and positive approach to instruction, assessment, evaluation and reporting which needs to be read in its entirety and discussed in order to be fully understood. The following points are being offered as specific highlights that should be noted by all educators:
- The seven fundamental principles outlined in Chapter 1 of Growing Success should guide and inform all assessment, evaluation and reporting decisions made in the classroom and school;
- Learning skills and work habits to the extent possible should not be considered in the determination of a student’s grades but rather reported upon separately to parents in order to provide information that is specific to each of the two areas of achievement; (p. 10, Chapter 2)
- Student achievement is assessed and evaluated against both the content standards (curriculum expectations) and the performance standards (achievement chart); (p. 16, Chapter 3)
- A balance of observation, conversation and product will be used to obtain information for both assessment and evaluation; (Chapter 4 & 5)
- Learning goals and co‐constructed success criteria will be shared with students at the outset of learning to ensure that students and teachers have a common and shared understanding of these goals and criteria as learning progresses; (p. 28, Chapter 4)
- Evaluation will focus on students’ achievement of the overall expectations; (p. 38, Chapter 5)
- Grades will involve a teacher’s professional judgment and should reflect the student’s most consistent level of achievement with special consideration being given to the more recent evidence; (p. 39, Chapter 5)
- Assignments for evaluation must not include ongoing homework that students do in order to consolidate their knowledge and skills or prepare for the next class; (p. 39, Chapter 5)
- Assignments for evaluation may involve group projects as long as each student’s work within the group is evaluated independently and assigned an individual mark, as opposed to a group mark; and (p. 39, Chapter 5)
- Self-evaluation and peer evaluation are important aspects of assessment for learning but shall not be used to determine a student’s grades. (p. 39, Chapter 5)
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Elementary Reporting Schedule |
Dates for 2023-2024
IEPs Sent Home by: October 18, 2023
Progress Reports
Friday November 3, 2023 – Progress Reports due to Office
Monday November 13, 2023 – Progress Reports Home
First Term Reporting
Friday February 2, 2024 – First Term Reports due to Office
Monday February 12, 2024 – First Term Reports Home
Thursday January 31, 2024 - Last Day of First Term
Second Term Reporting
Friday February 1, 2024 – First Day of Second Term
Monday June 17, 2024 – Second Term Reports due to Office
Wednesday June 26, 2024 – Second Term Reports Home
Primary/Junior EQAO Assessments
Tuesday, May 21, 2024 – Friday, June 31, 2024
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