Assessment and evaluation in this course follow the principles outlined in Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (Ontario Ministry of Education, 2010). Students will have multiple opportunities to demonstrate their achievement through products, observations, and conversations. Assessment activities may be used as assessment for learning, assessment as learning, or assessment of learning, depending on their purpose.

Types of Assessment

Assessment FOR Learning provides students with ongoing feedback to improve their learning and helps teachers adjust instruction to meet student needs.

Assessment AS Learning encourages students to reflect on their progress, set goals, and develop self-assessment skills.

Assessment OF Learning occurs at the end of a learning period and is used to evaluate student achievement based on provincial curriculum expectations.

Evidence of student achievement is gathered from three sources: observations, conversations, and student products. Multiple sources of evidence help ensure that evaluation is fair, reliable, and valid.

The following table provides a summary description of achievement in each percentage grade range and corresponding level of achievement.

Achievement Categories & Final Grade Breakdown

The percentage grade represents the quality of a student’s overall achievement of the expectations for this course and reflects the corresponding levels of achievement described in the English achievement chart. The final grade is based on the English department’s assessment and evaluation policies and reflects the student’s most consistent level of achievement, with special consideration given to more recent evidence where appropriate. Learning skills and work habits are reported separately from academic achievement.

In Grades 11 and 12, a student’s final mark will be based on: 65% classroom work completed throughout the course, 25% mandatory final evaluations, 10% attendance and participation:

Attendance & Participation

To recognize the impact that student presence in class has on achievement, final student grades will reflect attendance and participation. Excused absences do not negatively affect a student’s mark.

Excused absences are absences from school that are permitted under legislation or school policy, as outlined in Ontario’s enrolment register instructions. These may include illness or other unavoidable circumstances, such as inclement weather, as well as approved absences for cultural days and holy days.

Assessment Criteria for Attendance and Participation

Learning Skills and Work Habits

The development of learning skills and work habits is an integral part of student learning. Assessment, evaluation, and reporting on the achievement of curriculum expectations and the demonstration of learning skills and work habits are conducted separately, except where learning skills and work habits are explicitly included within a curriculum expectation.

The following learning skills and work habits will be developed, assessed, and reported on throughout the course:

• Responsibility
• Organization
• Independent Work
• Collaboration
• Initiative
• Self-Regulation

Learning skills and work habits are reported separately from academic achievement.

Information and Communication Technology (ICT) plays an important role in supporting student learning in this online course. Digital tools provide opportunities for students to access information, communicate, conduct research, collaborate, and demonstrate their learning in a variety of ways.

Students will use technology to develop critical thinking, inquiry, communication, media literacy, and digital citizenship skills. They will also learn to evaluate the credibility, reliability, and relevance of online sources while engaging responsibly in digital learning environments.

Technology used in this course may include:

• Schoology Learning Management System
• Educational websites and online databases
• Digital texts and e-books
• Word-processing and presentation software
• Audio and video resources
• Research and citation tools
• Email and online communication tools
• Multimedia creation tools
• Artificial intelligence literacy tools, where appropriate

Technology Requirements

Students require reliable internet access and a device capable of accessing the school’s learning management system.

Students should have access to:

• A current web browser
• Word-processing software
• PDF-viewing software
• Audio and video playback capabilities
• A microphone and camera when required
• Access to an active email account

Additional software or hardware requirements will be communicated within the course as needed.

Instructional Approaches

Teachers will use a variety of online instructional strategies to help students become independent, strategic, and successful learners. Effective, accessible instruction is essential to student success.

The instructional program for this course is designed to support students in reaching their full potential while developing the skills necessary for success in secondary school, post-secondary education, and the workplace. Understanding student strengths, interests, readiness to learn, and individual learning needs enables the teacher to plan effective instruction and meaningful assessment opportunities.

Teachers will use differentiated instructional approaches, including:

• Adjusting the pace or method of instruction
• Using a variety of learning resources and materials
• Providing choice in learning activities and topics
• Scaffolding instruction and assessment tasks
• Offering multiple opportunities to demonstrate learning
• Providing descriptive feedback throughout the learning process

Throughout the course, students will have opportunities to apply their knowledge and skills, reflect on their learning, and consolidate their understanding through a variety of activities and assessments.

Planning the Program for Students with Special Education Needs

The online teacher is the key educator responsible for supporting the achievement and well-being of students with special education needs. The teacher will work collaboratively with parents/guardians, where appropriate, and other school personnel to support student success.

The following principles guide program planning:

• All students can succeed.
• Each student has unique strengths, interests, and learning needs.
• Effective instructional practices are based on evidence-informed research and professional experience.
• Differentiated instruction supports the success of all learners.
• Teachers play a key role in supporting student achievement and well-being.
• Collaboration among school staff, students, and families contributes to student success.
• Fairness is not sameness.

Students may demonstrate a wide range of strengths and needs. The teacher will plan instruction and assessment in ways that recognize student diversity and provide equitable opportunities for success.

Appropriate accommodations and supports may include:

• Extended time and flexible deadlines where appropriate
• Chunking assignments into manageable tasks
• Scaffolding instruction and assessment activities
• Graphic organizers and planning tools
• Exemplars and models of successful work
• Conferencing and individualized feedback
• Multiple methods of demonstrating learning
• Assistive technology, where appropriate
• Audio and video instructional supports
• Clear oral and written instructions
• Additional processing and response time

Planning the Program for Students Who Are English Language Learners

This course recognizes and values the linguistic and cultural diversity of English language learners. The teacher will create a safe, supportive, and welcoming online learning environment that encourages student confidence, participation, and academic growth.

English language learners who have developed conversational English may still require instructional support to meet curriculum expectations.

Appropriate supports and strategies may include:

• Pre-teaching and reinforcing key vocabulary
• Graphic organizers and visual supports
• Guided reading and guided writing activities
• Scaffolding of complex tasks and assignments
• Additional processing and response time
• Clear oral and written instructions
• Conferencing and individualized feedback
• Modelled examples and exemplars
• Materials that reflect cultural diversity and multiple perspectives
• Vocabulary supports and reference tools
• Pre-writing strategies and planning activities
• Checking for understanding through student explanations and reflections