CIE3M Assessment and Evaluation


Assessment of Learning

No.
Product
Value
Target Date
-- Ongoing Triangulation Index 5 Daily observations
1 Mastery Learning Lab 10 Daily (See my note about the Mastery Learning Lab)
2 Field Study Presentation 5 October 13 (Due in Google Classroom)
3 Unit Test 1: Foundational Economic Theory
5
October 31
4 Unit Test 2: Consumer Behaviour and Personal Financial Planning
7
December 16
5 Scholarly Journal Article Submission
10
January 13, 2017
6 Unit Test 3: Government and the Market Economy
8
Personalized Learning Dates: February 24th, 28th, or March 2nd. 2017 Updated
7 Unit Test 4: Macroeconomics
10
Personalized Learning Dates: April 25th, and 27th, May 1st, 2017 Updated
8 Unit Test 5: Microeconomics
10
May 17, 2017
9 What Can We Do About It? Civic Engagement Project 10 May 19, 2017
10 Exam 20 June (TBA)

Rule of Ten

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.

  • The opportunity to offer retests is available at the discretion of department heads in consultation with course teachers.
  • The department may decide that a retest of a portion of, or an entire test that falls below 70% (75% for Grade 12) may be undertaken after the student has demonstrated to the subject teacher that he/she has completed extra work to assist in understanding the concepts missed on the original test.
  • Only questions that fell below the 70% threshold (75% for Grade 12) can be rewritten.
  • The teacher will average the retest with original result, in order to ensure students make their best effort to prepare well in the first place and to realize their actions have consequences.
  • Out of consideration for those students who are not eligible to rewrite their tests, the combined mark of the old and the new test cannot exceed 70% (75% for Grade 12).

     

    Assessment Learning

    Product Rubric Target Date
    Debate: Laissez Faire Vs. Keynesian Economics
    30
    In class
    ISP - Annotated Bibliography
    20
    In class
    ISP - Thesis Structure
    30
    In class
    ISP - Oral Defence
    50
    In class
    Data Lab #1: Absolute Vs. Comparative Advantage
    10
    In class
    Data Lab #2: Balance of Payments: Common Size Analyses
    10
    In class
    Data Lab #3: Productivity Curves
    10
    In class
    Data Lab #4: Production Costs
    10
    In class
    Data Lab #5: Profit Maximization within a Perfectly Competitive Firm
    10
    In class
    Data Lab #6: Profit Maximization for a Monopoly
    10
    In class
    Class Assignment: Elasticity
    10
    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 count toward the student's grade.

    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 assessment does not count toward the student's grade.

    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.


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