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Evaluation and Assessment Policy



Labrador Straits Academy

Assessment and Evaluation Policy

School Guidelines – December 2017


Valid and Invalid Reasons for Missed Assessments (7-12)

Below are the guidelines regarding valid and invalid reasons for missed assessments to support the Administrative Regulations. These guidelines will be communicated on an ongoing basis through multiple mediums (i.e. Curriculum Night, schools newsletter/memos, school website, Facebook, Twitter, Synrevoice, email etc.)


The following considerations are included in the development of school based guidelines;


  1. Just as an evaluation must occur whether a reason for a student’s absence is excused or not excused, there must be a determination whether the reason for missing an assessment is valid or invalid.  Notification from a parent/guardian that a student will miss or has missed an assessment does not mean the reason for missing the assessment will be considered valid.


  1. Valid reasons may include, but are not limited to, illness, medical appointment, injury, hospitalization, incarceration, school sponsored trips/activities, approved educational travel, or death in the immediate family.  Schools may require the submission of documentation to support valid reasons.


  1. Invalid reasons may include, but are not limited to, forgetting/claiming to not being aware of the date of the assessment, refusal to write the assessment, unprepared for the assessment, non-medical/non-urgent appointments (i.e. hair appointment).


  1. Administrators and teachers will use professional judgement in determining valid and invalid reasons for missed assessment and shall consider the frequency of missed assessments, the nature of the assessment and the timing of the assessment (i.e. end of reporting period).


  1. Use Review 360 and PowerSchool as a monitoring system for students who repeatedly miss tests/quizzes.



  1. School based guidelines should emphasize the role of parents/guardians and students in being proactive about providing timely notification regarding planned upcoming absences (i.e. family vacations).  Schools will develop guidelines for making parents/guardians and students aware of the material/assessments that they will miss and how the outcomes will be assessed in a manner determined by the teacher.


Procedure 1: Deduction of Marks for Late Assignments (Regulations 4.13 -4.16)

If assignments are to be effective, there will be clear communication  made to students related to assignment criteria and completion timelines. To ensure the academic success of all students, a two-phased approach is required:  

  1. Proactive Planning and Support

  2. Response Protocol for Assignments Submitted Late for Invalid Reasons


  1. Proactive Planning and Support (Preventative)


Schools will use a number of strategies to help prevent and/or address late and missed assignments. Proactive planning and strategic support will include the following components:

  1. Ongoing communication by administrators and teachers to students and parents/guardians regarding clear expectations of student responsibilities for the completion of assignments;

  2. Explaining to students the relevance and value of completing assignments for their overall achievement and as evidence of one's learning;

  3. Ensuring teachers assign a minimum number of relevant and engaging assignments specifically targeted to key curricular outcomes;

  4. Completing assignments in stages during class time where possible, with the teacher monitoring progress and providing descriptive, frequent and timely feedback support to ensure a higher level of completion.



  1. Response Protocol for Assignments Submitted Late for Invalid Reasons


a. Students are expected to submit all assignments according to the date designated by the teacher.


b. If an assignment is not received by the deadline:


A zero will be assigned as a placeholder;


The student will inform the teacher of the reason for the late assignment.  


The teacher will inform the parent/guardian that the assignment was not submitted (through PowerSchool, email, phone call, etc.).  


If the reason for a missed assignment is deemed valid, the teacher will inform the student and parent of the new deadline. Valid reasons for missing an assignment deadline include: illness, medical appointment, injury, hospitalization, incarceration, school sponsored trip/activity, approved educational travel, or death in the immediate family. Documentation may be required to support valid reasons. Extenuating circumstances will be considered by administration on an individual basis.


If the reason for a missed assignment is deemed invalid, the teacher will inform the student and parent, and initiate a process of mark reduction. Invalid reasons for a late assignment include: forgetting/ claiming to not being aware of the date of the assessment, refusal to write the assessment, unprepared for the assessment, failure to notify school of an absence, non-medical/urgent appointments (i.e. hair appointment) or not providing documentation as requested.

If the reason for a missed assignment is deemed invalid, the teacher will inform the student and the parent of the new deadline. That deadline is to be within one week of the previous assignment date.


•     Extenuating circumstances will be considered by administration on an individual basis.


c. If assignments are not submitted on time for invalid reasons, schools shall develop a process for deducting marks. In these circumstances, the following protocol can be initiated:


  1. Initiate the mark deduction process, and accept an assignment up to eleven school days late; including one day grace period.

  2. Assignments late by 1 school day (i.e. passed in on the second day) will result in a 0% deduction to the final mark earned – one day grace period.

  3. Assignments late by 2 school days (i.e. passed in on the third day) will result in a 2% deduction to the final mark earned (to a maximum cumulative reduction of 2%).

  4. Assignments late by 3 school days (i.e. passed in on the fourth day) will result in an additional 2% deduction to the final mark earned (to a maximum cumulative reduction of 4%).

  5. This process will continue up to and including the eleventh day and will result in an additional 2% to be deduced per day up to an including a maximum cumulative reduction of 20%

  6. The maximum deduction for a late assignment shall be no more than 20% of the student’s final earned mark, and must not result in the student receiving a mark less than 50%;

  7. Students not submitting assignments within 11 school days of the scheduled due date will receive a zero.

  8. A late assignment will be accepted up to  11 days after the due date; up to the last day of the specific reporting time.

  9. A student with recurring incidences of late / missed assignments  will be referred for an intervention plan.

  10. If students refuse to complete / write assignment, the student will be referred for disciplinary action and the 0% will be applied to that assignment, if refusal is not reverted.

  11. If a student refuses to complete / write assignment, the teacher will communicate this to parent / guardian.




Procedure 2: Deduction of Marks for Missed Tests/Quizzes (Regulations 4.17 -4.24)

a. Students are expected to write assessments (tests/quizzes) according to the date/time they are scheduled.

b. If a test/quiz is not written as scheduled:

A zero will be assigned as a placeholder;

The student will inform the teacher of the reason for not writing the assessment.  

The teacher will inform the parent/guardian that the assessment was not written (through PowerSchool, email, phone call, etc.).  

 If the reason for a missed assessment is deemed valid, the teacher will inform the student and parent of how and when the missed assessment will be completed. Valid reasons for missing an assessment include: illness, medical appointment, injury, hospitalization, incarceration, school sponsored trip/activity, approved educational travel, or death in the immediate family. Documentation may be required to support valid reasons. Extenuating circumstances will be considered by administration on an individual basis.

If the reason for a missed assessment is deemed invalid, the teacher will inform the student how and when the missed assessment will be completed, and a mark reduction will be applied.  Invalid reasons for a missed assessment include: forgetting/claiming to not being aware of the date of the assessment, refusal to write the assessment, unprepared for the assessment, failure to notify school of an absence, non-medical/urgent appointments (i.e. hair appointment) or providing documentation as requested.

•         If the reason for a missed assessment is deemed invalid, the teacher will inform the student and the parent of the new deadline. That deadline is to be within one week of the previous assignment date.

•         Extenuating circumstances will be considered by administration on an individual basis.


c. A consistent school wide mark deduction process will be initiated when tests/quizzes are missed for invalid reasons. In these circumstances the following response protocol may be utilized:


  1. The missed assessment (test/quiz) or different assessment (another test/quiz or a different type of assessment) is administered at the teacher’s discretion;

  2. A mark deduction of 10% is applied to the earned grade when the missed, different, or replacement assessment is administered; the mark deduction must not result in the student receiving a mark less than 50%.

  3. A School Wide Intervention process is initiated for recurring incidences of missed assessments.

  4. Some students miss assessments due to lack of preparedness. However, in some instances a student may struggle in a particular subject area or program.  If either circumstance causes recurrences of a student missing assessments, then a teacher initiated process and a later School Wide Intervention process should be initiated.  In situations where a student struggles across multiple areas, it is expected that all of the student’s teachers are involved in the intervention plan. The teacher leads in specific courses/subject areas and the principal leads the school wide process.  

  5. A student who refuses to complete an assessment will be referred for disciplinary actions and the 0% will be applied to that assignment, if the refusal is not reverted.

  6. A student with recurring incidences of missed assessments  will be referred for an intervention plan.

  7. If assessments are not completed, the 0% can stand in the evaluation scheme of the course. The 0% could still be replaced with a midterm exam, pre-public exam or, other assessment that evaluate those particular outcomes


Below are some effective practices that may be incorporated into a School Wide Intervention plan:

  1. Contact with parents/guardians (Teacher, Guidance or Administrator Initiated). Types of contact include: phone call, email, Parent-Student portal of PowerSchool, Review 360, etc.


  1. Teacher/Student Conference (Teacher Initiated). Determine any supports which may be required for future success. Discussion around academic priorities, goal setting, time management, work habits and study skills. A student contract could be used at the teacher’s discretion.


  1. Tutoring (Teacher Initiated or Teacher Supervised, Peer Tutoring, Tutoring for Tuition, Tutoring Work Experience Program). To ensure equal access for students, exploration of tutoring within/outside of the instructional day is encouraged.


  1. Course Rescue/Credit Recovery (10 to 12 only) (Teacher, Administrator or Guidance Initiated). A plan should be developed with the school staff, parents/guardians and student. This plan would address the individual needs/circumstances of the student and may include extension of deadlines, extra teaching support, and supplemental assignments.


  1. At-Risk Student Meeting (Teacher, Administrator or Guidance Initiated). The student’s academic achievement to date in all courses/programs is reviewed by a school team to determine next steps and if changes to the student’s program are required. Teachers, administration and guidance meet in teams (grade level, divisionally, department, etc.) to discuss all academically at-risk students and to develop appropriate student intervention plans.


  1. Review of Program (Teacher, Administrator or Guidance Initiated). The student’s program is reviewed to determine appropriate placement. This may involve the initiation of the pre-referral/IEP process as well as a review of academic records and psycho-educational assessment results.


  1. Students with an Individualized Education Plan (IEP) (School Team including Administration). If the student has an IEP, it will be determined if the current assessment is appropriate and whether an alternate assessment is required.




Procedure 3: Second Chance Opportunities (Regulations 4.29- 4.36)  


  1. Second chance opportunities:  


  • Will be provided for only end of unit assessments. Teachers will use their discretion considering two key overall parameters:


i). Important curriculum outcomes linked to future learning, and

ii) Whether students are academically at risk of failure.


  • In each circumstance, students will be required to complete prerequisites; such as completing assigned work, attending tutorials, correcting mistakes on previously assigned work, etc., as assigned by the teacher.



  • The assessment provided as a second chance opportunity can be an alternate version of the original assessment or a different type of assessment as determined by the teacher.  Furthermore, the new assessment may address select key curriculum outcomes from a previous assessment or may be a full assessment based on the unit of study.


  • The date and time of the second chance opportunity will be determined by the teacher and communicated to the student and parent/guardian.


  • When second chance opportunities are permitted, any improvement will be reflected in a student’s overall achievement.


  • A review of a student’s program should be initiated if second chance opportunities are required in an ongoing basis in order to be successful.




 

                                                                                                                

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