Expectations for Talking During Classroom Practical Evaluations and Written Tests

During marked evaluations in room 225, which consist of written and practical tests, and a final course performance task (summative), students will NOT get up and walk around the classroom nor approach or talk to other students during these evaluations. It may be considered cheating. Before a written evaluation (test) begins, students may have a book or other reading material ready at their desk to read so that when they finish their test, they do not disturb other students in the class until all students have completed the evaluation. Cell phones are to be turned off and not permitted during any evaluation, unless otherwise instructed by the teacher.

If a student fails to adhere to the above expectations, the following will take place:
  • First warning - the student will be given a verbal warning to stop talking during the evaluation. The incident will be recorded and filed. The student's parents may be contacted and notified of the warning.
  • Second warning - if the same student talks a second time during the same evaluation, the student may not be allowed to continue working on the evaluation and the student's work will be marked up to the point and time that the incident took place. The student's parents will be contacted and notified of the second warning. The incident will be recorded and filed with Mr. Hepburn.
In-class evaluations (practical and written tests) where marks are being assigned, students must understand that talking and cheating is prohibited.



There are several rules that students shall adhere to when in the room 225 classroom. This classroom is an electrical lab, not a computer lab. For the safety of all students, students shall:
  1. respect all students in the class at all times
  2. not touch any electrical equipment in the classroom until students have completed training on the equipment and have been signed off in the Technical Safety Sheets
  3. always follow the teachers instructions implicitly, especially during practical lab experiments when power is on in the classroom
  4. not eat food and/or drink at the lab tables. Students may drink and eat food at the front or back of the classroom
  5. not move around or misbehave during electrical lab practical experiments when AC or DC power is on in the classroom at the lab tables
  6. only talk to their lab partners when power is on at the lab tables in the classroom and during marked practical evaluations
  7. At no time will students take a photo or capture video of Mr. Laxton in the school or in room 225, without first requesting permission from him in writing. Students may use their cellphones or iPads to capture pictures or drawings on the classroom whiteboard for the sole purposes of collecting data for course notes. Halton Board's policy on Acceptable Use Procedures for Information and Communication Technology (ICT), March 2013, states, "Students must obtain permission of subject (staff, students or any other person) before capturing, using, publishing or transmitting audio, images or video."
It is the responsibility of all computer technology students to read and understand the above room 225 rules and expectations for the safety of all students in the classroom. When power is on in the classroom and students are working on practical lab experiments, students need to understand that distracting other students can lead to electrical injury when either the AC and DC electrical power supplies are powered on in the classroom. The safety of all students in room 225 is important when electrical power is on in the classroom. Please follow the above rules and expectations.




Ministry and Halton Board Assessment & Evaluation Policies


School Role 2016-17 forward...

  1. Communicate to the school community the expectations for students' demonstration of the learning skills and work habits required for the managing and meeting of deadlines.
  2. Provide on-going communication to our school community to reinforce their understanding of of our expectations for the responsible completion of work and academic honesty.
  3. Continuosly improve and reflect on our instruction, monitoring and remediation practices to support students' development of their learning skills and work habits.
  4. Work to develop assessments and evaluations which are less susceptible to plagiarism and cheating.
Preventative Strategies:
  • Explicitly teach and support the development or organizational strategies;
  • Establish and clearly communicate deadlines for evaluations;
  • Monitor students' progress toward meeting a deadline;
  • Support student achievement through instruction in:
    • planning strategies and tools to compete complex tasks;
    • understanding of the complexities of the assigned tasks and concepts;
    • managing and negotiating competing priorities and/or responsibilities;
  • Consider providing students with multiple and varied opportunities to demonstrate their developing mastery of a skill or their growing understanding of a concept;
  • Establish and clearly communicate our expectations for academic honesty when each assignment is being introduced.
Student Responsibilities 2016-17 forward...

The Halton Board has created new procedures in terms of student responsibilites. The following responibilities are:
  1. Maintain a schedule of your responsibilities, tasks, evaluation timelines and due dates.
  2. Work with your teachers to proactively manage your circumstances and responsibilities to complete your work and meet the deadlines.
  3. Demonstrate academic honesty by following the rules established for all tasks, tests, and/or assignments in order to provide work for evaluation that is the product of your efforts and demonstrates your knowledge, understanding and skill development. Any attempt to obtain advantage or credit through other means is unacceptable.

Determining Report Card Grades

Halton Board Goal - The report card grade determination will be fair, clear, accurate, reliable, and transparent based on the Growing Success policy.

How Is Your Grade Determined?

Teachers...
  • use both mathematical calculations and their professional judgement to determine your percentage mark. Determining exactly how well you’ve demonstrated the learning expectations for a course is complex.
  • communicate clearly how your grades are determined. You can refer to your course outline to understand how your marks are organized into categories as part of the calculation of your grades.
  • collect and track evidence of your learning through observations of your work; conversations with you; and by evaluating the work you produce. That’s why your attendance and completing your work are so important. Everything can count as evidence that helps your teacher to understand what you know and can do.
  • help you understand what you’ve mastered and what you still need to work on. We return all evaluations to you, including questions and answers, in a timely manner. We’d like you to pay attention to both. The feedback we provide is designed to help you to improve your work. We want you to use these evaluations and this feedback for further study and improvement.
  • don’t use peer and self evaluations when determining your final mark. They’re a great way to reflect on your learning, but your teacher determines your grades.
  • use a variety of evaluations to gather evidence of what you know and can do (e.g., tests, exams, performance tasks, demonstrations, projects, essays, interviews, etc.)
  • whenever possible, we use work that you’ve done under supervision when determining your grade.
  • use your daily homework to support your learning but not to determine your grade.
  • evaluate the work you do in a group individually.
  • evaluate your learning skills and work habits separately from the work you do to demonstrate your achievement, except in the few courses that combine curriculum expectations with learning skills and work habits.
  • may use mark deductions as a consequence for late or missing work, but will ensure that the deductions do not result in a final grade which misrepresents your achievement

Dispute Resolution

It is your teacher's professional responsibility to assess and evaluate your work. Where there are questions, issues or concerns, you and your parents/guardians should discuss these with your teacher. Where resolution cannot be reached, the matter should be brought to the Department Head, and then if necessary, the school administrators. School administrators will consult with your teacher to come to a resolution. The Principal's decision is final.


Final 30% Evaluations

Final 30% Goals

  • Ensure that the design and scheduling of the Final 30% promotes student achievement and wellbeing;
  • Final 30% activities are aligned with curriculum and course outline ratios of achievement chart categories;
  • The Final 30% evaluation is comparable in process, content and success criteria to the learning, instruction and assessment which occurred during the term work (70%).

What is the Final 30%?

The Final 30% is an evaluation at or near the end of your course that includes a variety of evaluation activities (e.g., a written exam, a performance, a small group discussion, an interview, an essay, and/or other methods of evaluation suitable to the course).
  • Some of your final 30% activities may happen in the final weeks of the semester.
  • Some of your final 30% activities may occur in the evaluation block after classes end for the semester.
  • Course outlines available from your teacher describe the Final 30%

Final 30% Important Points
  • Components - Most courses have at least two final 30% evaluation parts. Typically, one happens during the evaluation block and one in the final weeks of classes.
  • Weighting Each - component is typically worth at least 10% of the course, with exceptions.
  • Duration - The maximum length of evaluation block tasks (e.g., written exams or other tasks) will be described by the board defined course outline; For courses with an activity during the final evaluation block the final performance task will take no more than eight classes of work at the end of the semester; For courses with no scheduled activity during the final evaluation block , the final performance task will take no more than fifteen classes of work at the end of the semester.

Final 30% Supports
  • Scheduling - Your teachers and school will do their best to plan the timing of final 30% evaluations to reduce stress where possible and optimize your success. If you are experiencing stress, ask your teacher (or guidance counsellor, student success teacher, etc.) to help you manage.
  • Individual Education Plans (IEP) - If you have an IEP, the final 30% evaluations must provide you with the appropriate accomodations and/or modications specified in your IEP.
  • English Language Learners (ELL) - If you are an ELL, the final 30% evaluation must provide you with the appropriate accomodations and modifications specific to your profile (Grade 9 EQAO test accepted.
  • Group Work During Final 30% - Assignments for the final 30% evaluation may involve group projects as long as your work within the group project is evaluated independently and assigned an individual mark, not a common group mark.
  • Homework Expectations for Final 30% - The final 30% is an independent demonstration of your achievement of a course's overall expectations. Whenever possible this should be completed under the supervision of a teacher. Work assigned as part of a final evaluation must not require large amounts of work at home (eg. read a novel, conduct a survey, thoroughly research a topic, or complete a portfolio, etc.)

Final Exams
  • All exams must be written on time
  • A doctor's note or permission by administration is required for an absence
  • Summative component - late assignments will not be accepted. The day the assignment is written in class is mandatory. A doctor's note and permission from administration is required to complete the assignment after that date
  • Summative dates will be written on the exam/summative schedule and is released at mid-term
  • Specific courses may require alternative presentation schedules in order to complete the course requirements

Strategies to Avoid Zeros

Teachers may use the following strategies:
  • set mini-deadlines so students can produce portions of work in class prior to the ultimate due and cut-off dates
  • parent contact to solicit support for work completion
  • if work is still outstanding after the cut-off date, the student may be required to produce something in class on the cut-off date to have something to submit to earn part marks
  • use of teacher PD (professional development) days for students to catch up on their work. This may be staffed by supply teachers
  • greater in-class completion of assignments during a student's lunch hour

Cut-Off (Closure) Dates

The following is the policy for cut-off dates:
  • the cut-off date for an evaluation will be the date on which it is due, and in case of a test, test day
  • the cut-off date will be announced a minimum of three school days before an evaluation
  • any assignment submitted after a cut-off or closing date is considered late and mark penalties may be applied

Test Dates
  • in the case of tests, test day is the closure date
  • if a test is missed, a note is required that idicates that the student's parent knows an evaluation was missed and a explanation for the legitimate absence must be provided. A legitimate absence is an absence beyond the student's control. These may include: illness, berevement, doctor visits, etc. Once a note is provided, an alternate date for the evaluation will be established
  • if a student is to miss a test due to a school sponsored event, the student is expected to provide notice, in advance of the event , to the teacher and an alternate date for the evaluation will be established
  • for repeat offenders, administration intervention is mandatory. Administration may assign a mark of zero (0) for the evaluation

End of Semester
  • in classes with final exams, assignment due/cut-off dates will be set in such a way that assignments will be accepted no later than the last day of class
  • accomodations will be made for exceptional circumstances
  • students will know their mark for the 70% part of the course work prior to their exam