Course Calendar
	VHS
	Mission
	Goals
	The School
	Behaviour
	Philosophy
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	Diplomas
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	Role of Technology

Every course offered by the Virtual High School (Ontario) has clear and detailed provincial curriculum expectations which are made available to the student in every course. In addition, to promote consistency across the province, the Virtual High School (Ontario) will adhere as close as possible to the achievement levels set out by the ministry for these expectations.

The primary purpose to assessment is to improve student learning. Assessment involves gathering the information from many sources in order to reflect how well a student is achieving the curriculum expectations. Assessment also means that the teacher provides valued feedback to the student in order to bring about improvement in that student's learning.

The primary purpose of evaluation is to judge the quality of the student work against established criteria and to assign a value to this quality, in the form of a percentage grade.

8.1 Assessment and Evaluation Strategies

Evaluation of students should be fair and consistent within a given course. The evaluation policies will be submitted by the teachers in the various subject areas to the Principal for review before giving them to the students. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

• address both what students learn and how well they learn;



• are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline;



• are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;



• are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;



• are fair to all students;



• accommodate the needs of exceptional students, consistent with the strategies outlined in their Individual Education Plan;



• accommodate the needs of students who are learning the language of instruction;



• ensure that each student is given clear directions for improvement;



• promote students’ ability to assess their own learning and to set specific goals;



• include the use of samples of students’ work that provide evidence of their achievement;



• are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

8.2 The Achievement Chart

The achievement chart for each discipline is included in the curriculum policy document for that discipline. The chart provides a reference point for all assessment practice and a framework within which to assess and evaluate student achievement.

• The chart is organized into four broad categories; Knowledge / Understanding, Thinking / Inquiry, Communication, and Application / Making Connections. The Names of the categories differ slightly from one discipline to another, reflecting differences in the disciplines.



• The achievement chart describes the levels of achievement of the curriculum expectations within each category. The descriptions associated with each level serve; as a guide for gathering assessment information; enables teachers to make consistent judgements about the quality of student work; and provides clear feedback to students.



• The achievement chart allows Virtual High School (Ontario) teachers with a provincial standard to use in assessing and evaluating their students’ achievement. A variety of materials are to be made available to assist teachers in improving their assessment methods and strategies and, hence, their assessment of student achievement.



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

NOTE: Level 3 (70–79%) is the provincial standard. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. An evaluation of achievement of Level 4 does not suggest that the student is achieving expectations beyond those specified for the course, but rather that he or she demonstrates a very high to outstanding level of achievement of the specified expectations, and a greater command of the requisite knowledge and skills than a student achieving Level 3). A student whose achievement is below 50% at the end of the course will not obtain a credit for the course.

8.3 Reporting Student Achievement

Student achievement is communicated formally to students and parents by means of the Kitchener-Waterloo Private School Report Card, Grades 9–12.

8.3.1 Reporting on Achievement of Curriculum Expectations

The report card, which follows the Provincial Report Card extremely closely, provides a record of the student’s achievement of the curriculum expectations in the form of a percentage grade, which reflects the corresponding level of achievement as described in the achievement chart for the discipline.

• A final grade is recorded for every course, and a credit is granted and recorded for every course in which the student’s grade is 50% or higher.



• The final grade for each course in Grades 9–12 will be determined as follows: 70% of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. 30% of the grade will be based on a final evaluation in the form of an examination and or performance essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.

8.3.2 Reporting on Demonstrated Learning Skills

The report card provides a record of the learning skills demonstrated by the student in every course, in the following five categories: Works Independently, Teamwork, Organization, Work Habits, and Initiative. The learning skills are evaluated using a four-point scale (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement).

8.3.3 Teacher Comments

The report card also includes teachers’ comments on the student’s strengths, weaknesses, and areas in which improvement is needed.

8.3.4 Principal Comments

The report card may also include the principal's comments on the performance of the student.

8.5 Methods of Evaluation

8.5.1 Final Examination

• There is value in summative evaluation by a formal final exam if it is fair and consistent with course expectations;



• students in the same course should be similarly evaluated;



• student assumes responsibility to arrange proctoring for final exam;



• students enrolled in a public or private school are to make arrangements with an official within that school to act as the proctor for the final exam. However, the Principal reserves the right to modify this requirement based upon extenuating circumstances applicable to that particular student.
• All courses will have final examinations unless otherwise agreed to by the Principal.



• Students must be informed within the first month of the course if there is to be a final examination and its value in the overall mark.



• Final exams will be written approximately 4 months from the start of the course and within two weeks following completion of the course. However, the Principal reserves the right to modify these time scales based upon extenuating circumstances of online students.



• All final exams are to be reviewed by the Principal before given to any students.

8.5.2 Assignments

• Students assume the responsibility to ensure that they have completed all of the assigned requirements of the course.



• If all of the assignments of a course are not complete, then the student may receive an "incomplete" for the course. If an incomplete is recorded, then the student is given two weeks following the expected completion date of the course, to complete the outstanding assignments, or a project of equal value.



• Assignments may be varied to include such assignments as essays, term papers, experiments, projects, participation in conference discussions, WebQuests, etc.

8.5.3 Unit Tests

• Students must complete all of the assigned chapter tests which are to be taken within a specific range of time in the online environment.



• The tests are timed and must be completed within the time allotted.



• The tests require the honour system on behalf of the student.