CIA4U Assessment and Evaluation



Assessment OF Learning

Evaluation Product
Target Date
- Classwork Portfolio 5 A portfolio of your daly learning and reflections from class.
1 Mastery Learning Lab 10 Daily (See my note about the Mastery Learning Lab)
2 Field Study Video Presentation 5 November 3, 2017 (Due in Google Classroom.)
3 Unit Test 1: Economic Theory & Consumer Behaviour (ToTA) 6 Target Date: November 8, 2017
4 Unit Test 2: The Production Run 7

January 19th, 23rd, or 25th (Read about the Personalized learning Date) Updated!

5 Scholarly Journal Article Submission 10 January 29, 2018 Updated!
6 Unit Test 3: Factor Markets, Market Failure, and the Role of Government 8 March 2nd, 6th, or 8th (Read about the Personalized learning Date)
7 Unit Test 4: Macroeconomic Theory 9 April 30th, 2018. (Non-Personalized.) Posted
8 Unit Test 5: Monetary Policy and Trade 10 May 10th, 2018 Optional Test Posted
9 Self-Directed Civic Engagement Project 5-15 NOTE: This project is ongoing. The mark can be amended up to May 18th, 2018. (Final date for submitting Do Something About It project work.) Posted
10 CIA4U Exam 15-25 PostedSee exam schedule.

Rule of Ten

Testing Alternatives

You say don't like tests!? You say you don't seem to remember anything you wrote one week after the test? Tests don't excite you?

Fair enough. Then you might want to consider picking an option from our class ToTA (Trove of Testing Alternatives). ToTA activities can take the place of a test and count for the same mark value as the associated test, but I must point out that testing alternatives MUST be submitted BEFORE their associated test dates for them to be counted. Otherwise, the student must write the scheduled unit test. See the ToTA for suggested options.

HTS Social Science Retest Policy

The purpose of re-testing is to improve student learning and mastery of the subject matter and to ensure that there are no significant gaps in the competencies being developed in each subject area.


Assessment for Learning

Formative Assessment
Target Date
Ongoing Triangulation Index  
In-Class Assignment: Market InterferenceIn class
In-Class Assignment: ElasticityIn class
Data Lab #1: Productivity Curves (Total Output Model)In class
Data Lab #2: Production Costs (Total Cost Model)In class
Data Lab #3: Profit Maximization (Average Cost Model)In class
Data Lab #4: Profit Maximization for a Monopoly (Average Cost Model) In class
Data Lab: Analyzing Income Distribution In class
Data Lab #3-1: Average and Marginal Propensity to Consume and Save In class
Data Lab #3-2: Break-even and Equilibrium Income In class
In-Class Assignment: Calculating the Multiplier Effect In class
In-Class Assignment: Calculating the Velocity of Money In class
Data Lab #3-3: Equilibrium Income, with and without Tax In class
Data Lab #3-4: Canada's Balance of Payments - Common Size Analyses In class


Three Styles of Assessment

Assessment Styles

Assessment FOR Learning:

Assessment that is intended to provide students the opportunity to apply their learning. This assessment is formative in nature: providing both the student and the teacher with insight into the learning that is taking place. This assessment does not generally count toward the student's grade, but it can be counted for a limited amount if it is associated with an Observations of Student Learning Index.

Goal(s): To allow students to practice skills and apply knowledge, and to guide the next steps for intstruction and learning.

Examples: formative quizzes, exercises, and presentations.

Assessment AS Learning:

Assessment that is intended to provide students the opportunity to reflect upon their learning. This assessment is formative in nature: providing both the student and the teacher with insight into the student's own reflection upon his/her learning. This style of assessment does not generally count toward the student's grade; however, reflective exercises can be counted if they are made to be part of a summative assignment.

Goal(s): To develop student metacognition. In other words, to give students insight into their own thinking and learning and to help students develop and refine strategies to use in future learning.

Examples: reflective journals, exit cards.

Assessment OF Learning:

Assessment that is intended to depict a student's level of achievment at a given point in time. This assessment is summative in nature, and thus will count toward the student's grade.

Goal(s): To provide the student with a mark that will inform the student and other interested parties of the student's relative achievment with respect to the course curriculum.

Examples: summative quizzes, tests, essays, reports, labs, and presentations.

The Mastery Learning Lab


The quizzes in the Mastery Learning Lab are "mastery learning" quizzes, which means that you are invited to take these quizzes repeatedly until you master them. The highest mark on any given quiz will be the one that is counted.

The quizzes in the Lab are technically considered "formative" during a unit because they are mastery quizzes that you can take over and over again during the unit to help you develop your understanding of the topic. Moreover, they will help both you and me identify areas of strength and weakness in your understanding of a topic as we move through the unit. However, at the conclusion of the unit these quizzes become "summative" because their final marks will indeed be counted toward your final grade as of the conclusion of any given unit. (Quizzes left undone will be counted as a zero.)

Of course, it goes without saying that mastering the material on these quizzes will invariably help you immensely when it comes time to write the unit tests in this course.



OUAC Mark Submissions

OUAC mark submissions always bring with them a great deal of anxiety, consternation, and even desperation. I dare say, at times people get a little carried away with the idea of early admissions to the university of their dreams and the program of their aspirations. Before this period of high emotion comes upon us, I thought I should clear up a few things about OUAC mark submissions in my courses.

i) Highest Mark Illusion: As human beings, we are all subject to a plethora of overconfidence effects and biases, not the least of which is known as the positive illusion: where people cling to evidence of superiority while diminishing the relevance or importance of evidence to the contrary. In the big picture, there are many healthy things about these biases, so, please, I encourage you all to think well of yourselves and to be optimistic about your potential. Such optimism really does expand the opportunities we have in life. Having said that, I thought I should point out how this basic predisposition impacts student perceptions of grades. Basically, students will tend to overemphasize the validity of their highest grades, while diminishing the validity of their lower grades. As a result, students will tend to think of their highest grade in a course as being their only legitimate grade, and anything lower as being some sort of aberration. In reality, marks - all marks - fluctuate, and they only represent a student's relative achievement as of a given point in time. I would respectfully ask that my students refrain from asking me to adjust their OUAC mark back to their highest level of attainment up to a given point in the course.

This brings us to the next issue I want to address: Just what does the Ontario Universities Application Centre want us to tell them?

ii) The Myth of Predicted or Estimated Grades: For years, rumours have persisted that OUAC marks are supposed represent some sort of estimated or predicted final grade, thus providing license to teachers to ignore a student's current grade in preference for some other grade. To get to the bottom of this perception, I called the Ontario Universities Application Centre back in February of 2011, and I spoke with the personnel in their guidance department. They clarified that the marks provided to OUAC in mid-February are supposed to be the actual marks that students have, either at the end of a first semester course, or as at that point in time (i.e. in mid-February) for a full-year course. The mark is not supposed to represent a teacher’s “anticipated” final mark for a student, nor is the teacher supposed to exercise any discretion over the marks in order to influence the students’ opportunities or chances of acceptance.

This brings me to my final point: What am I willing to do in order to exercise discretion over my OUAC marks?

iii) Dropping Lowest Marks: While I fully acknowledge that some teachers have a policy of dropping lowest marks within a given mark category (ex. dropping a lowest test in the test category), I'm afraid I cannot implement such a policy in my courses. Given that my courses all subscribe to the Rule of TEN, I don't have many tests to drop by the end of January. In fact, I usually only have two! Thus, when students ask me to drop their lowest test, they are actually asking me to drop half of all the tests they have written. Obviously, I can't do that. Moreover, I would point out that my Mastery Learning Lab, which is weighted at ten percent of my course evaluation, is set to only count the highest mark on any given quiz. Thus, nothing but the highest marks are counted in that particular mark category. As is my custom, I will not do for one student what I will not do for all of my students, so this is a policy that I have put in place for all of my students, and it tends to provide the benefit of doubt in a systematic and transparent way.

I wish you all the very best of luck in your OUAC mark submissions and in your university applications.



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