Assessment Evaluation and Reporting

The Avon Maitland District School Board’s Assessment, Evaluation and Reporting principles and procedures align with Ministry of Education’s Growing Success 2010 assessment and evaluation document and outline the following student responsibilities and consequences:

The primary purpose of assessment, evaluation, and reporting is to improve student learning.  We are committed to designing and implementing authentic assessment strategies that promote improved student achievement, encourage students to set goals for learning, help establish plans for teaching, and assist parents/guardians in supporting the learning of the provincial curriculum expectations.

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:

  1. are fair, transparent, and equitable for all students;
  2. as we believe in fuller inclusion we will 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;
  3. 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;
  4. are communicated clearly to students and parents/guardians at the beginning of the school year or course and at other appropriate points throughout the school year or course;
  5. 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;
  6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
  7. develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

Submitting Evidence of Learning (Grades 7 – 12)

Students are expected to provide evidence of their learning within established timelines. These timelines will be established by classroom teachers in consultation with students. At F.E. Madill requires teachers to inform parents and guardians when students have not submitted their assignments on time.  After consultation and planning with the teacher, failure to finish the assignment will include one or more of the following consequences:

  • Receiving an I (insufficient evidence to evaluate / score);
  • Learning skills reduction (e.g. from Good to Satisfactory); and /or
  • A mark deduction up to 10% on the assignment.

Academic Honesty

F.E. Madill values the highest standards of academic conduct. Research for essays, projects and assignments is an important part of learning. Our students learn proper procedures for citing the work of others and are honest about the work that they submit under their own name. A variety of research methods which are appropriate to the subject, grade and course type are taught to help students avoid plagiarism (the uncredited use of others’ work, from sources such as the Internet, books, magazines and other sources), which is a form of fraud. Students are strongly encouraged to work with their teacher to ensure that the work which is submitted is honest and reflects the student’s best efforts and learning.
When it is clear that a student has not been academically honest, Academic Disciplinary School Team will determine the consequences for cheating and plagiarizing taking into account any previous incidents of academic dishonesty.   Consequences for academic dishonesty are not limited to, but may include one or a number of the following:

  • Discussion with the teacher and / or principal about the importance of academic honesty;
  • Reduction in the student’s development of the learning skills and work habits (e.g. from Good to Satisfactory);
  • Re-submit the assignment;
  • Complete an alternate assignment;
  • Re-take the test;
  • Receive a mark penalty on the assignment;
  • Loss of credit (requires consultation with Regional Superintendent).

Exams and Final Evaluations – Grade 9-12

In order to earn a secondary school credit, students will complete a final course assessment weighted as 30% of their final mark. This final assessment may be an exam, a culminating activity, or a combination of the two. Specific information about the final assessment in each course is available from the classroom teacher.

Students MUST complete the final evaluation on the day(s) it is scheduled. Failure to do so, may result in a mark of zero for the assessment.

At Madill, dates for these assessments are established early in each semester to help families plan accordingly.  

Culminating Activities typically occur during the last three weeks of the course. Depending on the course, some culminating activities will be completed in one class while others may occur over a number of days. It is important for students to communicate with their parents the information about the culminating activities for each class so that appointments can be scheduled at alternative times. Students need to be in their classes on the days of culminating activities for assessment purposes. Teachers are not required to provide alternative times for these assessments. Students who are absent from these may have a mark deduction or a zero and, thereby, putting their credits at risk.

Exams are set according to the following schedule:

Day 1 Exam- students write the exam for their period 1 class

Day 2 Exam- students write the exam for their period 2 class

Day 3 Exam- students write the exam for their period 3 class

Day 4 Exam- students write the exam for their period 4 class

Inclement weather – should the buses be cancelled due to poor weather, the exam scheduled on that day will be written on the next day buses run, and the exam schedule will be ‘bumped’ accordingly.

Exams begin at 9:30 a.m. Students should arrive to their assigned exam room by 9:20 a.m. Exams are either 1.5 hours (ending at 11:00 a.m.) or 2 hours (ending at 11:30 a.m.). Students receiving special accommodations as outlined on their IEP, will have these times adjusted accordingly. Students are NOT permitted to leave the exams rooms prior to the scheduled dismissal times.

Exam room lists are posted each morning on the bulletin board in main hall. Students should check these lists to ensure they report to the correct exam room.

Textbooks need to be returned to teachers prior to the exams, or at the time(s) stated by the classroom teacher. Textbooks will not be accepted at the office.

Students who have lockers in exam room hallways will not have access to their lockers during the exam times.

The cafeteria does not serve food during exam days. Students will need to bring their own lunch and snacks, or patron the restaurants downtown on these days.

Students are asked to study and complete course work in the cafeteria, or courtyard during exam days so that hallways are kept quiet for students writing exams.

Buses run at their regular times during exam days.

Lockers must be cleaned out by the last day of exams in June. After this date, locks will be cut and contents removed and bagged.

Report Cards & Parent Teacher Interviews

Please refer to the Madill Calendar for dates of report card distribution and Parent-Teacher Interviews.