Assessment Practices at Dr. E.P. Scarlett

• We develop a common understanding of assessment processes and share a common language of assessment. 
• Students engage in the full range of learning opportunities provided in the course because they realize they are ultimately the ones who do the learning. 
• Students complete all assignments, activities, and tests being used for assessment, regardless of whether a mark is or is not assigned for the assignment.  Assessment helps teachers to plan for effective learning, and therefore, all assignments have value. 
• Students ask for clarification when they need it. (Ex. If they are unsure of the expectations associated with work they are being asked to do, of if they are experiencing difficulties mastering the skills and concepts). 
• Report card marks fairly reflect how well each learner has achieved the outcomes identified in provincial programs of study.  We do not include behaviors in calculating marks, except when behavioral outcomes are identified in the Program of Studies. 
• A mark of “zero” still exists in our system, but it is only employed as a last resort when, despite all the opportunities that have been extended, the student makes no effort to complete the assessment.  The Zero is not an evaluation of learning but instead indicates that nothing was assessed.  It will, of course, affect the mark the teacher has to assign at the end of a reporting period. 
• Accurate views of learning can only be generated if students complete all the work that will be evaluated.