CEAP's assessment and reporting practices are done in compliance with the policies of SD#69 and Min. of Education Distributed Learning Branch.
In the K -7 Program - students have 3 formal written report cards, which describe student progress in each of our three terms. Formal reports are sent home:
- at the end of November
- mid March
- at the end of June
In the 8 -12 Program - students have 4 formal reports per year. Report cards are issued using percentages or letter grades to indicate mastery of the learning outcomes for each course being taken. A full course load will consist of 8 courses as set out in the initial learning plan meeting. The use of the online and offline work, as well as final exams will help to constitute the make-up of each final grade. Where portfolio work is used to fulfill the learning outcomes, the student, parents and teacher will establish and plan the activities setting out criteria for the work.
Note: If a student is planning on attending a post-secondary education or training institution, parents and students are advised to discuss plans with program teachers, as entrance requirements may affect course selection and Individual Learning Plan development. For example:
although a study of a second language is not required after grade 8, some institutions require completion of grade 11 or grade 12 in a language, or
different institutions have different requirements about the Math or Science courses required.
For secondary students it is VERY important that they work closely with their teacher to ensure their course selections meet the BC Grad Requirements.
In addition, teachers report to parents at least two times informally which includes one or more parent conferences. In Qualicum school district students in K - 5 do not receive term letter grades, which begin at the grade 6 level. Instead, students abilities are compared to performance standards which are widely held expectations for their grade level. Student progress is reported within the context of them meeting, not yet meeting or exceeding these standards.
Assessment is the systematic gathering of information about what students know, are able to do and are working toward. Assessment methods include many things including: teacher observation, student self-assessment, quizzes, samples of student work, performance checklists, and examination of a students learning portfolio.
Evaluation of student performance is based on standards which are realistic expectations of what students need to know and be able to do at their particular age level. These standards form the basis of "expected learning outcomes" of knowledge, skills & attitudes that describe what teachers are to teach and what students are to learn.