Assessment and Reporting

The primary purpose of assessment and evaluation is to improve student learning. For Grades 1 to 12, all curriculum expectations must be accounted for in instruction and assessment. Evaluation focuses on students' achievement of the overall 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, as outlined by the Ministry, that:

  • are fair, transparent and equitable for all students;

  • 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;

  • 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;

  • 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;

  • 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;

  • provide ongoing descriptive feedback that is clear, specific, meaningful and timely to support improved learning and achievement; and,

  • develop students' self-assessment skills to enable them to assess their own learning, set specific goals and plan next steps for their learning.

Teachers consider all evidence collected through observations, conversations, and student products (tests/exams and assignments) before making a decision about a final grade. Teachers provide feedback to students and parents throughout the term/semester to assist with improving student achievement, and use a variety of reporting methods including:

  • Conferencing (student-led and/or parent-teacher);

  • Use of the agenda book;

  • Portfolios;

  • Student work samples and assignments;

  • Phone calls;

  • Letters to parents;

  • Report cards.

Some performance tasks reveal more about students' skills and knowledge than others. Teachers weigh all evidence of student achievement in light of these considerations and use their professional judgment to determine the student's report card grade.

Report Cards

Kindergarten

Evaluation in Kindergarten is the summarizing of evidence of a child’s learning in relation to the overall expectations outlined in The Kindergarten Program  The Kindergarten Program, 2016.  Communication in these reports specify the child’s key learning, growth in learning, and next steps in learning.

Kindergarten teachers complete a Kindergarten Initial Observations report (between October 20 and November 20) and two Kindergarten Communication of Learning Report Cards (the first between January and February, and the second at the end of June).

Grades 1-12

The report card grade represents a student's achievement of overall curriculum expectations (Ontario elementary curriculum, Ontario secondary curriculum), as demonstrated to that point in time. Principals work with teachers to ensure common and equitable grading practices that follow Ministry policy and Renfrew County District School Board (RCDSB) guidelines (Administrative Procedure-360 Assessment Evaluation Reporting .pdf)

Reporting Schedules

Elementary

Teachers from Grades 1 to 8 complete one Progress Report Card (between October 20 and November 20) and two Provincial Report Cards (the first between January 20 and February 20, and the second in late June) according to Ministry and/or RCDSB policy using the guidelines outlined in Growing Success.

Secondary

Teachers from Grades 9-12 complete a Provincial Report Card two times a semester.  The semester one Mid-term Report Card is issued in November and a Final Report Card between in February. The semester two Mid-term Report Card is issued in April and a Final Report Card, is issued in June according to Ministry and/or RCDSB policy using the guidelines outlined in Growing Success.

Conversion Charts - Letter Grade and Pegged Percentage Marks

Grades 1 to 6

For Grades 1 to 6, student achievement of the overall curriculum expectations will be reported using letter grades. The conversion of levels to letter grades can be found in the following chart:

  • Teachers may use the codes "R" - achievement that falls below level one as well as "I" - insufficient evidence to determine a letter grade.

Grades 7 to 12 

For Grades 7 to 12, a student's achievement of the overall curriculum expectations will be reported using pegged percentage marks. The conversion of levels to pegged marks can be found in the following chart:

  • For Grades 7 and 8, teachers will use the code "R" to indicate achievement below 50 percent;

  • For Grades 9 to 12, teachers will use a pegged mark of 20 or 40 to indicate achievement below 50 percent;

  • For Grades 7 to 10, teachers may use code "I" to indicate insufficient evidence to determine a pegged percentage mark.

Conversion Table for Letter Grade and Pegged Percentage Marks
LevelGrade 1-6 Letter GradeGrade 7-8 Pegged % GradeGrade 9-12 Pegged % Grade
 4+  A+  95-100  95-100
90   90 
4-  A-  81 or 85   81 or 85 
3+  B+  78   78
75   75 
3-  B- 72   72 
2+  C+  68   68 
65   65 
2-  C-  62  62  
1+  D+  58  58  
55   55 
1-  D-  52   52 
Below Level 1   40 or 20