Growing Success: Report Card

Grading Scale
A Excellent B Very Good
C+ Good C- Adequate
D Poor F Failure

Criteria for Mark Evidence

Assessment
B “deducting marks for late assignments, up to and including the full value of the
assignment” (p. 43)
Feasible for teachers

“students must understand the consequences for not completing assignments for
evaluation or for submitting those assignments late” (p. 43)

“many experts in the field of assessment and evaluation discourage deducting marks”
(p. 46)

B “grades should reflect the student’s most consistent level of achievement, with
special consideration given to more evidence” (p. 41)
Practical for
Students

B+ “For students with special education needs and English language learners who may
require accommodations but who do not require modified expectations, evaluation
of achievement will be based on the appropriate subject/grade/course curriculum
Powerful for learners

expectations and the achievement levels, as described in Chapter 3. For students who
require modified or alternative expectations, evaluation of achievement will be based
on the modified or alternative expectations rather than the regular
subject/grade/course curriculum expectations” (p. 38).

Overall Grade: B

Feasible for Teachers- Deadlines: B

The Growing Success document presented an interesting approach to late and missed assignments
which may bring some subjectivity to assignments deadline. The documents outlined some strategies
to manage situations where “… students must understand the consequences for not completing
assignments for evaluation or for submitting those assignments late” (p. 43). These consequences
are based on the teachers’ professional judgment (p. 43). One of those judgments rests with
teachers: “deducting marks for late assignments, up to and including the full value of the
assignment” (p. 43). I endorsed the idea that students should learn about the consequences of their
actions because it builds accountability when looking beyond secondary education. Despite this
declaration on deadline, the document leaves teachers in a precarious position, stating “many experts
in the field of assessment and evaluation discourage deducting marks” (p. 46). No teacher wants to
fail a student nor misrepresent their students’ knowledge. By not having a clear decision, teachers
can subjectively respond to students’ behavior and promote learning on their terms which can be
good or bad depending on students’ relationship with their teachers.

A possible solution to this deadline issue would be for teachers to negotiate a contract with their
students. Teachers and students should agree on a firm deadline and emphasis should be clearly
stated about punitive action (deduction of marks) being taken if an assignment is handed in past the
agreed deadline. However, there should be some flexibility in the contract where students can be
accommodated for legitimate reasons for late assignments.

Practical for Students- Consistency with overall performance: B

This policy shies away from student responsibilities on overall performance. The ministry advocated
that students “grades should reflect the student’s most consistent level of achievement, with special
consideration given to more evidence” (p. 41). I think this action can be a slippery slope depending
on the student. I agree that it can be helpful for a student who is having a tough time during the
school year (loss of a family member; illness, and so on). However, it can be an issue if a student
purposefully slacks off and then completes some final assignments. Students will miss out on the
practical point of learning from their mistakes, therefore establishing behaviors which are not
conducive to society’s expectations. Also, it seems inequitable when considering the students who
consistently do work hard to get a true reflecting grade. This matter presents an overall poor
assessment scenario for the student. If punitive actions become redundant, what will this course of
action do for students in the long term?

Teachers could possibly adopt a strategy where they begin the course by stating that the lowest
assessment mark will be dropped. This action will benefit all students by allowing both the coping
and achieving student to take chances with their learning, knowing that there is a way to obtain the
best grade based on their best performance being reflected.

Powerful for Learners: B+

Overall, the document does a great job to promote success for Ontario learners. The document
speaks volumes about equity and fairness in light of all learners, and being inclusive for students
who need assistance: English language learners and students with alternative needs. The document
should serve all and encompass assessment for, as, and of learning as an adequate template for
teachers when it comes to the summation of the learning process. This action tied in with the
achievement chart make the process manageable. However, the discretion that teachers choose to
implement each of these achievements reflect in how students get assessed through the learning
process. The Ministry of Education presents an unclear description of how to implement these
processes which can set the tone for inauthentic forms of assessment for students. The document
implies that all teachers will be skilled and creative when implementing these achievements. The
outcomes will vary because each teacher has their own style and approach and the results of this
process may have varying outcomes in student performance. Teachers should utilize diagnostic
assessment methods to learn more about their students. This action will allow teachers to formulate
strategies to best serve their needs.