St. Francis of Assisi Academy will adopt and utilize assessment procedures that support a quality program. These procedures may be updated from time to time. The underlying philosophy is to create procedures for assessing students that are fair and remain predictable and stable over a period of time. Parents and students need to be made aware of how students are being assessed at school, how they are performing at school, and how they can improve their performance at school. It is deemed to be in the
best interest of students that such procedures be as uniform as possible within each grade, division, and the entire school. Day to day assessment is meant to go hand in
hand with the student evaluation policy and the student promotion policies of St. Francis of Assisi Academy.

The following practices shall be adhered to in the area of assessment:

The following general practices shall apply:

1. Course overviews shall be created by the end of the first month of school in every subject and shall contain assessment/evaluation breakdowns as well as course objectives and approximate timelines. These are to be made available to parents/students in order to          make them aware of such expectations.

2. At the beginning of each reporting period, or unit of study, the teacher shall make available via Powerschool, email or hard copy, an outline of topics to be studied as well as a list of the assessment techniques that will be used in the near future. These should be fairly      specific and relate back to the unit plan that has been developed by the classroom teacher and approved by school Administration. This may be done as part of  the Course Overview provided to students at the beginning of each semester.

3. All students shall be assessed and given feedback on these assessments regularly.

4. Assessments techniques shall be varied and every effort shall be made to develop assessments that gauge the true abilities of students within the classroom. Assessment techniques to be employed include, but are not limited to: portfolios, norm- referenced tests,          criterion referenced tests, performance assessment, and checklists. Also, within each form of assessment, teachers shall also employ a variety of assessments such as essay, short answer, constructed response items, selected response items, dramatizations, both        oral and visual presentations, and other relevant assessment tools.

5. Rubrics, scoring guides, answer keys, and other specific means of determining scores on
     assessments shall be created by teachers and kept on file for each assessment.

6. For each subject an overall percentage grade shall be issued at the High School level.

7. Grades on report cards shall be cumulative.

8. Non- academic objectives shall be reported to parents as well as progress concerning
    academic objectives.(Attendance, effort, behavior, etc shall not make up a student’s

9. Only objectives identified in the curriculum shall be counted towards a student’s grade.

10. Every effort shall be made to ensure a student does not receive a mark of zero. Students shall be given time to catch up on missed assignments and exams up to two weeks after the original due date. Teachers shall take the initiative to provide copies of missed
      assignments, to arrange time to write missed exams, and to make students aware of incomplete assignments and missed exams. It is the student’s responsibility to complete the work, hand in assignments, and to inform their parents of their current status. Parent            are encouraged to regularly communicate with their child’s teachers through notes, telephone calls, email, and the parent Powerschool portal, especially between reporting periods.

11. All capable students shall write final exams in at least the four core subjects. These exams are to be comprehensive and cover material from the entire course. In Junior High School they shall count for a minimum of 10% of the year’s mark and in Senior High                 School they shall count for a minimum of 25% of the year’s mark. Students in Grade twelve who are writing a Diploma Exam in a subject may be excused from writing a school final exam in the same subject, unless they are taking the course via Independent Study          or modules. Students may be required to write a final exam for all other 5 or 3 credit courses. Final exams may count for no more than 30% of a student’s final grade.

12. When a teacher is missing a significant number of key assessments from a student and does not feel confident that there are enough assessments to give an accurate grade to a student, the teacher shall indicate such in the Gradebook and on the report card by
       giving a ‘INS’ as a grade and making a comment of such in the comment area. No grade shall be assigned until more assessment data on the student can be gathered. If no progress is made, a meeting shall be held with the teacher, Principal, and parent to help
       resolve the matter. If at the end of the year the situation has not been remedied, the final grade shall be based on the key summative assessments assigned by the teacher to the class. The comment that the final grade reflects all key assignments in the course and
       that the student’s mark reflects a lack of completion of these assessments shall be made. 

Junior/Senior High Final Exams:

Junior/Senior high students are expected to write all of their exams as scheduled. (one final exam in each core subject). Students who miss a  final exam will receive 0% for that exam, unless extenuating circumstances prevail. Grade 12 students writing Diploma exams must adhere to Alberta Education regulations. Exam schedules will be posted a minimum of 2 weeks before exams are scheduled to be written.

Provincial Achievement Exams:

Students in grades 9 write Provincial Achievement Tests. In grades 9, students write Language Arts, Math, Science and Social Studies exams. Timetables for the exams are set by Alberta Education on an annual basis. Should parents want their children exempted from writing these exams, they must inform school Administration, in writing, no later than March 15st.

Gradebooks & Reporting:
Teachers shall all make use of the electronic Gradebook available through Power Teacher. Grades shall be determined in relation to the Program of Studies and reported by outcome/standard (employ standards- based grading). For all senior high courses an
overall percentage grade for each course shall be assigned to each student based on the weighting of outcomes. Each assessment task shall be recorded in the gradebook with an overall score which includes comments as well as a descriptor of achievement for each
outcome encompassed in that task. All assessments are to be graded and entered into the Gradebook by teachers within 10 days of receiving them. Assignments that are submitted on time will be marked as “collected” and past due assignments shall be marked ‘missing’ in the Gradebook. Two weeks after the due date a missing assignment will receive a mark of
zero. Teachers should not count practice or formative assessment tasks towards final grades. These may be represented in the Gradebook but shall not be weighted into the final grade.

Before having a student complete a summative task, teachers should be assured that the student is indeed ready for that assessment. If a student has outstanding formative assessments, is struggling with key concepts, or the teacher fears that the student would not
be successful on the assessment because they require further instruction or practice; the summative assessment should be postponed. These decisions should be made on a studentby- student basis. A student may choose to re-do an assignment if they feel it is not a true representation of what they know because these assignments allow teachers to provide feedback to students prior to a unit assignment. An appeal may be made to the Principal. The redo will be based on the same outcomes from the Program of Studies as the original assessment but will not be the same task as initially given. Before a student redoes an assessment, the following
shall apply:

a) The student must demonstrate that they are now ready for the assessment or have gained deeper mastery in the relevant curriculum areas since the last assessment. They should have completed all practice/formative assessments given by teacher to assess their           readiness or help provide deeper learning, taken advantage of study or tutorial sessions (if assigned), and be able to share the steps they have taken to ensure that this attempt will adequately reflect their knowledge, understandings and skills.
b) Once the student has demonstrated that they are ready for the redo (that the depth of their learning is likely to have changed) and the teacher is confident that the assessment will be valid, a time and place (outside of regular class time unless the teacher consents          otherwise) shall be set for the redo. The redo must happen within the current unit of study.
c) Upon completion of the redo, the highest of the scores between the original
    assessment and the redo shall be recorded in the Gradebook. (The assessment with
the lower score shall be stricken from the Gradebook).
d) A student who submits an assignment late may choose to re-do this assignment. The second assignment must be completed within the two week window as described in the grading and reporting section. After the two-week window a second assignment will not be        remarked.
e) A student may only redo an assessment once unless special circumstances prevail.

The intent of this practice is to ensure a student’s grades reflect their achievement towards mastering the outcomes of the Program of Studies. It is understood that from time-to-time
a particular assessment may not adequately capture this and that overall assessment practices should reflect the most accurate up-to-date- information about student learning as possible. Over the duration of a unit of study students have received various opportunities for feedback and consequently students will not be permitted to re-do a cumulative unit assignment.