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BAYVIEW SECONDARY SCHOOL

ASSESSMENT, EVALUATION AND COMMUNICATION PROCEDURE
Working Document (2018-2022)

Table of Contents

Context – Belief Statements 2

● Fundamental Principles of Assessment
● Learning Skills
● Knowledge of Learners

3-4
Determining a Report Card Grade
● Evidence
● Learning Skills & Work Habits
● Course Evaluation

Evidence for Evaluation 5–7

● Timely Completion and Submission of Assignments for Evaluation 7–9
● Late Assignments
● Missed In-Class Assignments
10 – 11
● Academic Honesty
11
● Plagiarism and Cheating
● Final 30% 12

Accommodations
● IEP
● ELL 13 -17
18
19 – 20
Appendices 21
A - Frequently Asked Questions 22 – 23
B - Timely Completion and Academic Honesty Student Form 24
C - Academic Honesty Definitions, Responses and Consequences
D - Stakeholders’ Responsibilities
E - Case Studies
F - Resources

This working document will serve as the foundation for Assessment & Evaluation practices for the 2021-2022
school year. Opportunities for review and feedback will be provided. For online learning, please align all A+E
practices to this document where possible.

The primary purpose of assessment is to improve student learning. – Growing Success

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Belief Statements

7 Fundamental Principles of Assessment

To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the
improvement of learning for all students, teachers use practices and procedures that:
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education needs, those who are learning the
language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
3. are carefully planned to relate to the curriculum expectations, learning goals and success
criteria and, as much as possible, to the interests, learning styles and preferences, needs, and
experiences of all students;
4. are communicated clearly to students and parents/guardians at the beginning of each semester and
at other appropriate points throughout the school year;
5. are ongoing, varied in nature, and administered over a period of time to provide multiple
opportunities for students to demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support
improved learning and achievement;
7. develop students’ self-assessment skills to enable them to assess their own learning, set specific
goals, and plan next steps for their learning.
- Growing Success

Learning Skills
“The development of learning skills and work habits is an integral part of a student’s learning.” These skills are
important in secondary school, post-secondary programs and future employment. They align with character
development and the interpersonal skills necessary for all students to be successful in their lives as lifelong
learners.
- Growing Success

Knowledge of Learners
All students learn best when instruction, resources, and the learning environment are well suited to their
particular strengths, interests, needs and stage of readiness.
- Learning for All

The Assessment, Evaluation and Communication Policy at Bayview Secondary School is consistent with
Ministry of Education and York Region District School Board policies and documents.

The primary purpose of assessment is to improve student learning. – Growing Success


Policies & Procedures
Determining A Report Card Grade
Item Policy
Evidence Growing Success:
Teachers will take various
considerations into account before
making a decision about the grade to
be entered on the report card. (p.39)
The report card grade represents a
student’s achievement of overall
curriculum expectations, as
demonstrated to that point in time.
(p.39)
Determining a report card grade will
involve teachers’ professional
judgement, interpretation of evidence
and should reflect the student’s most
consistent level of achievement, with
special consideration given to more
recent evidence. (p.39)
It is expected that both mathematical
calculations and professional
judgement will inform the
determination of percentage marks.
(p.40)
Learning Skills Growing Success:
and Work To the extent possible, however, the
Habits evaluation of learning skills and work
habits apart from any that may be
included as part of a curriculum
expectation in a subject or course
should not be considered in the
determination of a students’ grade.
(p.10)
It is expected that teachers will work
with students to help them develop the
learning skills and work habits. (p.10)
The primary purpose of assessment is to improve student learning. – Growing Success
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Procedure
The teacher will consider:
● all evidence collected through
● observations,
● conversations, and
● student products (tests/exams,
assignments for evaluation)
● the evidence for all the tests/exams and
assignments for evaluation that the
student has completed or submitted
● the number of tests/exams or
assignments for evaluation that were
not completed or submitted
● the evidence of achievement that is
available for each overall expectation
for a subject in a particular grade or
course.
● that some evidence carries greater
weight than other evidence (e.g., some
performance tasks are richer and reveal
more about students’ skills and
knowledge than others)
● their professional judgement
Examples of associated behaviours are
provided for each of the skills and habits,
These will help to guide teachers in the
instruction, assessment and evaluation of the
learning skills and work habits.
● See Learning Skills & Work Habits
Sample Behaviours (Growing Success)
● See YRDSB for Learning Skills
Continua:
Collaboration
Independent Work
Self-Regulation
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Organization
Responsibility
Initiative

Course Growing Success: The final 30% may include a combination of

Evaluation Course evaluation is based on two
parts:
● 70% is based on evidence
gathered from assessments
throughout the course; this portion
of the grade should reflect the
student’s most consistent level of
achievement throughout the
course, although special
consideration should be given to
more recent evidence of
achievement.
● 30% is based on a final
assessment that will take place at
or towards the end of the course.
The final evaluation allows the
student an opportunity to
demonstrate comprehensive
achievement of the overall
expectations of the course. (p.40)
formats, such as:
● culminating projects,
● presentations, essays,
● demonstrations,
● an exam, and/or
● another method of evaluation
suitable to the course content.
- Additionally, new to Teach Assist in
2021-2022 is the option to assess by
overall expectations and
observations, conversations and
products on Teach Assist - please
refer to the following link if you would
like to learn more about this new
assessment feature.

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Evidence for Evaluation

Item Policy Procedure
Timely Growing Success: Late Assignments
Completion and It must be made clear to students that Students will take responsibility for informing
Submission of they are responsible for providing teachers if assignments cannot be submitted
Assignments evidence of their learning within on agreed upon date well in advance of the
for Evaluation established timelines, and that there due date.
are consequences for cheating,
Late plagiarizing, not completing work, and If a student has not submitted an assignment
submitting work late. (p.42) on the agreed upon due date, teacher will
Assignments
use knowledge of learner and circumstances
Mark deductions will not result in a and professional judgement to determine
percentage mark that, in the appropriate next steps designed to motivate
professional judgement of the teacher, and facilitate completion of work and the
misrepresents the student’s actual collection of evidence of student learning and
achievement. (p.44) achievement.*

Bayview SS: Responses and Consequences

Students are required to complete ● Engage in solution-focused dialogue to
work assigned and evaluated during determine reasons for the assignment
any absences. not being submitted.

The current mark recorded for a Have the student complete and
student should be an accurate submit the late/missed assignment
reflection of their achievement of
course expectations at any point in OR
time. Have the student complete and
submit an alternative assignment to
The determination of a report card complete required course
grade when zeros have been entered
expectations (it is not always possible
will happen in consultation with Admin.
for students who miss an assessment
Teachers will return assignments to within the established timeframe by
students in a timely manner so that the teacher to complete the same
the feedback can be used to support assignment, assessment or
subsequent demonstrations of evaluation after it has been
learning. administered to the class);

The Timely Submission and Academic

Honesty Form must be completed Establish a new due dates for
when marks are deducted. the submission of
assignments for evaluation,
Teachers will collaborate to support preferably in collaboration with
the alignment of procedures across students, (including in-class
courses that have multiple sections. assessments such as tests
and performance tasks)
Departments will collaborate to
support the continuity in application of

The primary purpose of assessment is to improve student learning. – Growing Success

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responses and consequences across ● Teachers may extend deadlines up

grades and among course to a maximum of 5 days (at the
destinations. discretion of the teacher in keeping
with the nature of the assessment
and impact on student learning).
● Work that has not been submitted
by the new date point does not need
to be evaluated and considered in
the report card grade.
● Feedback can be provided to
support learning, where possible.

Complete the Timely Submission and

Academic Honesty Form (hard copy
or digitally)

● Print for students to sign (where

possible)
● Forward a copy to parents via email
and/or student GAPPS account
within 48 hours
● Send a copy to the alpha VP Admin

● Clearly communicate these due dates to

students and parents where appropriate
and possible, within 48 hours

● Contact the parents/guardians and

make
them aware of the original due date, the
reasons why the work was not
completed, the new date that has been
set, supportive interventions, mark
penalties that apply (where applicable)
and that a student may receive a zero if
they do not show up for the new date

● Enlist the additional supports as required

(e.g. SERT, ELL Teacher, Student
Success, Administration)

Mark Penalties*
● The general enforcement of late
penalties will be up to the discretion of
the teacher

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● If an assignment is late, penalties may

be enforced by the teacher as of the
original due date

● Deductions are 2% per school day up to

a maximum of 10%

e.g. An assignment due on Friday that

is submitted on Monday will have a
mark penalty of 2%.

● Once 10% maximum deduction has

been reached – student may earn a zero
on the assignment if the assignment has
still not been submitted.

Mark Reporting
Teachers will enter zeros for late and
missed assignments into their mark
programs throughout so that
students/families are accurately
aware of course progress.

● A zero serves the purpose of

identifying a student’s current
demonstration of achievement in a
course

● A zero will be recorded if a student

did not submit/complete work by the
due date OR expectations were not
achieved (e.g. every question on a
test was incorrect)

● A zero can be replaced with a mark

upon submission or completion of the
work

The primary purpose of assessment is to improve student learning. – Growing Success


Timely Growing Success:
Completion and It must be made clear to students that
Submission of they are responsible for providing
Assignments evidence of their learning within
for Evaluation established timelines, and that there
are consequences for cheating,
plagiarizing, not completing work, and
Missed In-Class
submitting work late. (p.42)
Assignments
Mark deductions will not result in a
percentage mark that, in the
professional judgement of the teacher,
misrepresents the student’s actual
achievement. (p.44)
Bayview SS:
Students are required to complete
work assigned and evaluated during
any absences.
The current mark recorded for a
student should be an accurate
reflection of their achievement of
course expectations at any point in
time.
The determination of a report card
grade when zeros have been entered
will happen in consultation with Admin.
Teachers will return assignments to
students in a timely manner so that
the feedback can be used to support
subsequent demonstrations of
learning.
The Timely Submission and Academic
Honesty Form must be completed
when marks are deducted.
Teachers will collaborate to support
the alignment of procedures across
courses that have multiple sections.
Departments will collaborate to
support the continuity in application of
responses and consequences across
The primary purpose of assessment is to improve student learning. – Growing Success
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Missed In-Class Assignments
Students will take responsibility for informing
teachers if assignments cannot be submitted
on agreed upon date well in advance of the
due date.
If a student has not submitted an assignment
on the agreed upon due date, teacher will
use knowledge of learner and circumstances
and professional judgement to determine
appropriate next steps designed to motivate
and facilitate completion of work and the
collection of evidence of student learning and
achievement.*
Responses and Consequences
● Engage in solution-focused dialogue to
determine reasons for the assignment
not being submitted.
Have the student complete and
submit the late/missed assignment
OR
Have the student complete and
submit an alternative assignment to
complete required course
expectations (it is not always possible
for students who miss an assessment
within the established timeframe by
the teacher to complete the same
assignment, assessment or
evaluation after it has been
administered to the class);
Establish a new due dates for
the submission of
assignments for evaluation,
preferably in collaboration with
students, (including in-class
assessments such as tests
and performance tasks)
● Teachers may extend deadlines up
to a maximum of 5 days (at the
discretion of the teacher in keeping
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grades and among course with the nature of the assessment

destinations. and impact on student learning).
● Work that has not been submitted
by the new date point does not need
to be evaluated and considered in
the report card grade.
● Feedback can be provided to
support learning, where possible.

Complete the Timely Submission and

Academic Honesty Form(hard copy or
digitally)

● Print for students to sign (where

possible)
● Forward a copy to parents via email
and/or student GAPPS account
within 48 hours
● Send a copy to the alpha VP Admin

● Clearly communicate these due dates to

students and parents where appropriate
and possible, within 48 hours

● Contact the parents/guardians and

make
them aware of the original due date, the
reasons why the work was not
completed, the new date that has been
set, supportive interventions, mark
penalties that apply (where applicable)
and that a student may receive a zero if
they do not show up for the new date

● Enlist the additional supports as required

(e.g. SERT, ELL Teacher, Student
Success, Administration)

Mark Penalties*
● The general enforcement of late
penalties will be up to the discretion of
the teacher

● If an assignment is late, penalties may

be enforced by the teacher as of the
original due date

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● Deductions are 2% per school day up to

a maximum of 10%

e.g. An assignment due on Friday that

is submitted on Monday will have a
mark penalty of 2%.

● Once 10% maximum deduction has

been reached – student may earn a zero
on the assignment if the assignment has
still not been submitted.

Mark Reporting
Teachers will enter zeros for late and
missed assignments into their mark
programs throughout so that
students/families are accurately
aware of course progress.

● A zero serves the purpose of

identifying a student’s current
demonstration of achievement in a
course

● A zero will be recorded if a student

did not submit/complete work by the
due date OR expectations were not
achieved (e.g. every question on a
test was incorrect)

● A zero can be replaced with a mark

upon submission or completion of the
work

The primary purpose of assessment is to improve student learning. – Growing Success


Academic Growing Success
Honesty It must be made clear to students that
they are responsible for providing
evidence of their learning within
established timelines, and that there
are consequences for cheating,
plagiarizing, not completing work, and
submitting work late. (p.42)
Bayview SS
Students are required to complete
work assigned and evaluated during
any absences.
Students must be taught how to fulfill
academic honesty requirements in
each course (e.g. appropriate citing of
work).
The primary purpose of assessment is to improve student learning. – Growing Success
11
Plagiarism and Cheating
See Appendix B for definitions
Classroom teachers are responsible for
ensuring that students have an
understanding of the expectations regarding
academic honesty and how they will fulfill
those requirements.
If a student has cheated or plagiarized, use
knowledge of the learner and circumstances
and professional judgement to determine
appropriate behavioural and academic
responses or consequences designed to
maintain the dignity and self-worth of the
learner and the integrity of the learning
environment.
Responses and Consequences
Engage in conversations to seek
information and understand the
circumstances.
● Consider learner profile, maturity,
evidence, frequency, severity, mitigating
factors and information gathered during
conversations.
Complete the Timely Submission and
Academic Honesty Form (hard copy
or digitally)
● Print for students to sign (where
possible)
● Forward a copy to parents via email
and/or student GAPPS account
within 48 hours
● Send a copy to the alpha VP Admin
€ Contact the parents/guardians and make
them aware of the reasons why the work
was not completed appropriately, the new
date that has been set, supportive
interventions, mark penalties that apply
(where applicable) and that a student may

Final 30% Growing Success
The evaluation will be based on
evidence from one or a combination of
the following: an examination, a
performance, an essay, and/or
another method of evaluation suitable
to the course content. The final
evaluation allows the student an
opportunity to demonstrate
comprehensive achievement of the
overall expectations for the course.
(p.41)
Bayview SS
Students must complete their exams
and assessments that are part of the
The primary purpose of assessment is to improve student learning. – Growing Success
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receive a zero if they do not submit by the
new date.
€ Enlist the additional supports as required
(e.g. LLC, SERT, ELL Teacher, Student
Success) to:
● support student’s awareness of, and
accountability for, actions and impact
● re-teach strategies and skills to
prevent future incidents
● Students must complete a short
plagiarism course to ensure that they
fully understand the concept of
plagiarism to avoid plagiarizing in the
future (this will be taken care of
centrally e.g., Library)
€ Refer student to Administration where
disciplinary actions may be taken which
include:
● collaborating with student to
determine ways to make amends
● having students re-do the original
evaluation, in part, or in its entirety, or
complete an alternative assignment
● a mark deduction, including assigning
a mark of zero.
Missed Assessments
Students who miss an exam or assessment
that is part of the final 30% (e.g. ISP) due to
illness, court appearance or bereavement
must produce appropriate documentation
(medical note, court documents), and may be
required to complete an alternative
examination in order to earn the credit.
Students must notify the school immediately
and provide verification by the appropriate
authority (i.e. illness requires a doctor’s note
indicating that the student is not able to be at
school on the respective day).

final 30% on the date and time
indicated on the exam schedule and
cannot be exempted from exams for
activities, such as (but not limited to):
camps, sports events, family holidays
or employment.
The procedures that support students’
ability to complete work are expected
to have been employed during the
course. (e.g. students must be taught
how to fulfill academic honesty
requirements in each course).
Accommodations
Item Policy
IEP Growing Success
If accommodations are required to
assess and evaluate student learning,
the strategies to be used are outlined
in the student’s IEP. (p.72)
Bayview SS
Evaluation tasks will be completed by
all students within the scheduled
classroom period.
Completion of assessment tasks will
not interfere with student’s other
classes.
Accommodations will be provided for
by the classroom teacher and within
the classroom environment (unless
specified in the IEP or mutually agreed
upon).
ELL Growing Success
When curriculum expectations are
modified to meet the
language-learning needs of ELLs,
assessment and evaluation will be
The primary purpose of assessment is to improve student learning. – Growing Success
13
Students who miss an exam or assessment
that is part of the final 30% for any other
reason will receive a mark of zero for that
portion of their final mark in the course.
Resubmissions will NOT be permitted.
Students who cheat or plagiarize work for
assessments will receive a mark of zero for
the portion of the work. Resubmissions will
NOT be permitted.
Responses and Consequences
Refer student to Administration
Procedure
Teachers access to IEP information is
through SSNET.
When students require extra time to complete
in-class assessments, the classroom teacher
supervises the entire task and provides
assistance as required.
Students and teachers are not required to
use personal time (lunches, before and after
school) for completion of evaluation tasks
unless mutually agreed upon.
Teachers access to STEP (Steps to English
Proficiency) information is provided via
Reception Centre reports in OSRs and/or
sent from Guidance.
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based on the documented modified
expectations. (p.76)
Bayview SS
Evaluation tasks will be completed by
all students within the scheduled
classroom period.
Completion of assessment tasks will
not interfere with student’s other
classes.
When students require extra time to complete
in-class assessments, the classroom teacher
supervises entire task and provides
assistance as required.
Students and teachers are not required to
use personal time (lunches, before and after
school) for completion of evaluation tasks;
unless mutually agreed upon.

Accommodations will be provided for

by the classroom teacher and within
the classroom environment unless
mutually agreed upon.

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Appendix A – Frequently Asked Questions

Late or Missed Assignments
Q. When is a medical note required to validate a student’s absence? Who is expected to
authorize the notes – teachers, office or administrator?

Final 30% - Medical notes are required for any missed elements (e.g. exams and/or final products such as
ISPs). The note must indicate that the student is not able to be at school on the respective day. An
administrator will authorize the notes.

Coursework 70% - Medical notes may be required for assignments that hold significant weight in this portion
of the final mark (e.g. large task, test). Teachers can consider the design and expectations of course
assessment tools to determine which tasks are deemed to be “significant”. Teachers need to connect with an
administrator before requesting medical notes and must bring any medical notes to the attention of the alpha
administrator upon receipt.

In both cases, this information must be communicated to students and parents in advance.

Q. Can information from a parent replace a medical note? Can a parent phone call, email or
note validate a student’s absence?

No. Parent communication cannot replace a medical note. However, we do expect communication from a
parent regarding attendance of their child. Parents do need to acknowledge the missed assignment and a
reason for the absence. Students are expected to submit or complete the assignment upon their return to
school.

Medical notes are required for absences affecting any assignment related to the Final 30% as noted above.

Q. If a parent has not communicated with the school and/or a student does NOT have a valid
reason (i.e. illness, bereavement, court) for missing an assignment, do they still get the
opportunity to re-submit? How do we judge the validity of an absence?

Using knowledge of the learner and circumstances, if an absence is not considered valid, teachers can record
a zero for the assignment AND provide students with an alternative opportunity to demonstrate their learning
of expectations at another point in the course (e.g. subsequent assessment, part of the final 30%). Teachers
should seek input and/or support from SERTS, ELL TEACHER, STUDENT SUCCESS, GUIDANCE, ADMIN.

Q. Is it reasonable to have a student present his/her portion of the work in the absence of a
group member(s)?

Yes. Students should be marked independently of others on their demonstration of learning. If marks are
being awarded in relation to the quality of presentation (e.g. effectiveness of visuals), the contribution of each
group member AND/OR each member’s ability to speak to the quality must be ascertained in order to award
each student an individual mark.

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Q. Can presentations be made up outside of class time?

Yes, provided there is mutual agreement. Students must not miss other classes to complete work. Teachers
are not required to use personal time to support completion of evaluation tasks.

Q. What are the expectations of teachers when parents do not respond to phone calls, emails,
etc.?

Make more than one attempt to communicate with parents and log each effort. Where appropriate, email (or
cc) students via GAPPS accounts to ensure they are aware of concerns, expectations and next steps as well.
A lack of response from a parent does not constitute a lack of communication to a parent. Parents are
expected to engage with the school about their child’s progress. Teachers should seek input/support from
SERTS, ELL TEACHER, STUDENT SUCCESS, GUIDANCE, ADMIN for information regarding parents (e.g.
translation support, custody arrangements, etc.).

Q. What is the best way to determine a “realistic extension”?

Using knowledge of the learner and circumstances, consider the nature of the assignment, the amount of
work that has been completed to date, the original timelines and what can be completed within the 5-day
maximum extension period. Where appropriate, students should be invited to submit what they have
completed by the extended deadline to avoid receiving a mark of zero. Check-ins with students may be
helpful prior to deadlines.

Q. How is the application of a 2% penalty fair if students have extra nights to complete work
on weekends?

In the effort to support well-being and work-school-life balance, both students and staff are encouraged to
spend some time on weekends engaged in activities that bring benefit to themselves, peers and families.
Where students may spend time working on assignments, there isn’t an expectation for them to spend the
entire two days doing so. As a result, penalties will not be imposed.

Q. Why is it necessary to fill in the Timely Submission and Academic Honesty Form when it
seems to take time away from teaching and student contact?

In the following ways, the form is intended to ultimately support students in meeting expectations within
established timelines:

Support - identifies areas where students require assistance to complete current and/or subsequent
work (e.g. organization, time management)

Accountability - students must account for not completing the work AND they take responsibility for
articulating a plan to get it done

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Documentation – information can be accessed more readily to identify patterns of behaviour and
determine appropriate next steps (e.g. Growth Plan, parent meetings, response to parent inquiries,
support for staff)

Q. As the process of signing documents could add to stress levels for some students, can a
teacher just document the conversation on the Timely Submission and Academic Honesty
Form instead?

Yes.

Q. If the 5-day extension timeframe has passed, does a student receive a zero?

Yes. Where possible, teachers should make an effort to check in with students prior to the extended deadline.

Q. If a student submits an assignment after the extended deadline, does the work need to be
evaluated for marks? When should the work be returned to the student?

No. Feedback can be provided on the assignment within a reasonable timeframe that is communicated to
students (e.g. the amount of time it would take to return the original, where possible).

Q. When do we draw the line when a “second” or subsequent chances are given?

In terms of the completion of work, the “line can be drawn” after the maximum 5-day extension. When a
student has demonstrated repeated behaviour (e.g. second or third occurrence), teachers should seek
input/support from SERTS, ELL TEACHER, STUDENT SUCCESS, GUIDANCE, ADMIN to determine
additional interventions.

Q. How can we ensure that the “process” work students complete can be used to support
AND assess their learning?

Teachers will gather evidence of student learning throughout the process. This may include descriptive
feedback that has been provided, reflections, conferencing notes, records of discussions, copies of student
process work (e.g. Google Documents) etc. Allow students to complete/track self-assessments at each stage
of the work and provide students with instructions on organizing and retaining their reflections and work.

Call home and/or communicate via GAPPS with concerns if process work is not being completed. Don’t wait
until the due date to identify problems.

Q. Can a student get process marks for an assignment if the product is not submitted?

Yes, provided that the process is designed to be a reliable component of the assessment of expectations. For
example, your assessment conversations, conferences, check-ins can be used to assess students’
Knowledge (understanding of terminology, concepts and procedures), Thinking (ability to ask questions,
selecting strategies and resources), Communication (expression and organization of ideas) and/or Application

The primary purpose of assessment is to improve student learning. – Growing Success

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(proposing courses of action). Prior to evaluating for a grade, it is effective if skills are modelled, taught,
feedback is provided and students are aware that the process work can provide evidence of learning.

Academic Honesty
Q. What constitutes an effective explanation of academic honesty? How frequently must it
be addressed in a course?

Students should be able to articulate the elements that constitute cheating and plagiarism. Teachers must
instruct students about academic honesty with particular attention paid to unique components of each
assignment.

Some strategies:

● Use observations and conversations to determine students’ original ideas and work;
● Design assignments that elicit creative and critical thinking and application of ideas;
● Prior to submission, have students complete a checklist or sign off to indicate that they have read and
understood the expectations of academic honesty, they are confirming that the work is theirs and will
accept any consequences if they are found to have cheated or plagiarized.

Q. Should students be expected to have a better understanding of academic honesty as they

get older or as a course progresses? If so, should they be penalized to a greater extent?

Not all students have had the same level of exposure to academic honesty requirements. It is the
responsibility of the teacher to outline requirements for academic honesty related to the course and to each
academic assignment. Any consequences related to academic honesty will be based on individual
circumstances in consultation with the alpha administrator.

Q. What behavioural and academic responses or consequences are available for teachers to
implement if a student cheats or plagiarizes?

See Assessment and Evaluation Policy and Procedures-Appendix B, complete the Timely Completion and
Academic Honesty Form or speak with an administrator.

Policy & Procedure

Q. To what extent should a student’s grade level be factored into the application of this A & E
Policy and Procedure?

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All students and parents should be made aware of their responsibilities to provide evidence of
learning and the procedures that will be implemented. Knowledge of the learner and circumstances
will inform decisions that are made. Grade levels do not need to be considered.

Q. Do the “responses and consequences” need to be followed in order?

The process was designed to support consistency and efficiency. Circumstances and the ability to follow the
sequence may vary. When students have not completed work, teachers must:

● speak with or attempt to speak with students and/or parents in a timely manner;
● determine appropriate next steps as a result of the conversation(s); and
● complete the Timely Submission and Academic Honesty Form.

Q. To what extent will the implementation of the policies and procedures be supported by
administration?

The responsible application of the policies and procedures will be supported by administration. As applicable,
teachers must ensure that:

● timely communication with home has occurred or been attempted,

● students and parents were made aware of responsibilities and expectations in advance,
● supports and interventions have been or are being put into place.

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Appendix B: Timely Submission and Academic Honesty Student Form

Timely Submission and Academic Honesty Student Form

Assignment Plagiarism Test

Teacher: _________________________ Occurrence: 1st 2nd 3rd 4+

Student: ________________________ Course: ________________________

Task: __________________________ Due Date: _______________________

Details: (reason(s) work was not completed/completed appropriately):

________________________________________________________________________________
________________________________________________________________________________

Interventions/Support Plan:
Instruction in LLC Extra Help SERT
ELL Student Success Guidance
Skills Session

Plan Details:
________________________________________________________________________________
________________________________________________________________________________

Next Steps:
Extended Due Date: Day _________ Month ________ Year ____________
(up to a maximum of 5 days after the original due date)

Late Penalty: Will be applied Will not be applied

(marks are deducted at 2% per day up to a maximum of 10%.)

I understand that if I fail to complete/submit this work, I will receive a mark of 0.

Signature __________________________ Date: __________________

Parent Contacted

Phone In Person Email

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Notes (where applicable):

_____________________________________________________________________________

Appendix C – Academic Dishonesty Definitions, Responses and Consequences

Cheating is the attempt to gain an unfair advantage in an academic evaluation which may represent the
demonstration of a student’s learning or the learning of others. Forms of cheating include, but are not limited
to the following:

• copying another student’s homework and passing it as your own; thereby, misleading the teacher in their
formative assessment of your learning;
• copying from another student or permitting another student to copy material;
• using aids, materials, and assistance which are not approved by the teacher;
• obtaining an unauthorized copy of a test or examination prior to the date and time of writing;
• changing a grade/percentage mark of an evaluation;
• preparing work, in whole or in part, with the expectation that this work will be submitted by another student
for evaluation;
• offering for sale or for gratis assignments, in whole or in part, with the expectation that these works will be
submitted by a student for evaluation; and
• unauthorized entry into a computer file for the purpose of using, reading, changing or deleting its contents, or
the unauthorized transfer, in whole or in part, of files for academic gain.

Plagiarism refers to representing someone else’s ideas, writing or intellectual property as one’s own. Any
use of the work of others, whether published, unpublished or posted electronically, attributed or anonymous,
must include proper acknowledgement. Plagiarism hinders learning and the development of learning skills and
work habits. Forms of plagiarism include, but are not limited to, the use of the following without appropriate
citation or reference:

• someone else’s written and/or spoken idea, theory or opinion;

• misrepresenting co-authored or collaboratively created work as one’s own;
• music, drawings, designs, dance, photography, and other artistic or technical work created by someone else;
• reproductions of tables, graphs or any other graphic element produced by someone else;
• facts and information that are not generally known;
• an unusual or distinctive phrase, a specialized term, a computer code, or quantitative data;
• paraphrase or summary;
• unauthorized entry into a computer file for the purpose of using, reading, changing or deleting its contents, or
the unauthorized transfer in whole or part of files for academic gain;
• copying from the Internet without giving proper acknowledgement to the source;
• submitting work prepared, in whole or in part, by another person or source and representing that work; and
● submitting work from another course for assessment in the current class
• downloading research papers from the World Wide Web (www), in whole or in part, and submitting the paper
as original work as one’s own.

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Behavioural and Academic Responses and Consequences

These may include:

• administering disciplinary actions that support student’s awareness of, and accountability for, their actions
and the impact upon the learning environment,
• collaborating with student to determine ways to make amends,
• re-teach strategies and skills to prevent future incidents, and/or
• directing student to complete an assignment or task to promote a deeper understanding of the importance of
academic honesty,
• where appropriate and possible, directing student to redo the original, in part, or in its entirety, or complete
an alternative assignment under supervision in an appropriate and mutually agreed-upon timeframe,

As with other infractions that are not aligned with student code of conduct, progressive discipline measures
that account for mitigating factors include:

● Alternative Learning ● Loss of privileges ● Reimbursement/Restitution

Environments ● Parent/Guardian contact ● Restorative practices
● Counselling ● Referral to YRDSB personnel or ● Removal from a course(s)
● Detention outside agencies ● Suspension
● Expulsion ● Warning

Appendix D - Stakeholders’ Responsibilities

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Teachers’ Responsibilities:
● Implement effective assessment, evaluation, and communication of student learning, achievement and
expectations in accordance with school, Ministry and Board policies and procedures.
● Ensure that mark deductions (including zeroes) for work not submitted in a timely manner will not
result in a percentage mark that, in the professional judgement of the teacher, misrepresents the
student’s actual achievement;
● Provide descriptive feedback that includes strengths, needs and next steps; and
● Return assessments in a timely manner so that students can implement feedback for subsequent
assessments.

Students’ Responsibilities:
● To provide evidence of achievement of the course expectations within established timelines (it is not
possible for teachers to assign marks when students do not provide evidence of achievement of the
course expectations);
● Present written documentation which indicates that parents/guardians are aware of the missed in-class
assessment within 24 hours
● Attend all classes and provide appropriate documentation for absences;
● Submit work at checkpoints for feedback;
● Indicate any difficulty with assignments before due dates;
● Request assistance from course teacher and/or Special Ed. Teacher (SERT), ELL Teacher, Student
Success Teacher, Guidance Counselor to support time management, organization and advocacy
● Inform teachers of any expected authorized absences in advance of due dates (e.g. medical
appointments, field trips, athletic events);
● Participate and contribute to group assignments, projects, presentations;
● Submit/perform individual portion of group task/assignment, presentation on due date;
● Bring individual copy plus group copy of presentation/materials on due date (e.g. USB, Google Suite or
paper); and
● Produce and submit their own work.

Parents’/Guardians’ Responsibilities:
● Be aware of course requirements, assessment/evaluation due dates and school calendar;
● Communicate with teacher (note, e-mail, phone call) to indicate that parent/guardian is aware that
student has been absent on a day of an evaluation within 24 hours;
● Review attendance procedures and other school/Board policies;
● Ask students questions about progress throughout the semester;
● Ask teachers/administrators for assistance with accessing information or discussing concerns; and
● Know the dates that report cards are sent home as well as dates and expectations for examinations.
●

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Appendix E – Case Studies

1. How can this A & E Policy and Procedure support the teacher in determining next steps in each
of the scenarios below?

2. What considerations could be made when planning forward to maximize the opportunity for
evidence of learning to be completed and/or completed appropriately.

3. What additional questions and/or concerns might be raised by the application of the policies
and procedures?

Scenario Application of Policy & Future Planning

Procedures Considerations
Two days before exams begin,
Student A has not submitted his
ISP and Student B submitted her
ISP that appears to be plagiarized.
The assignment was broken up
into different stages that were
collected and checked during the
latter part of the course. There
were student-teacher conferences
to discuss the work so that
students could be supported
through the process.

Student A did the work for most of

the stages, but Student B did not
submit very much during these
check in points. All due dates were
clearly communicated to students.

The ISP is worth 15% of the final

mark. Student A has
demonstrated consistent 60s and
Student B consistent 80s
throughout the course.

Student C did not show up to

complete the group presentation.
She was absent without reason the
day before when the group was
originally scheduled to go. The
other group members were
prepared to present and two of
them were going to be away at
OFSAA for the next few days.
Students are expected to complete

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a reflection about the assignment

after the presentation occurs.

Student D did not submit an

assignment on the day that it was
due. Her brother was in an
accident a few days before. It was
agreed upon that the assignment
could be submitted in four days.
When the due date passed, she
asked if she could have another
week to complete it as her brother
was not recovering as quickly as
they had hoped.

On Friday, while reports were

being collected Student E
informed his teacher that his was
not complete and that he needed
more time to work on it as his
brother was in an accident a few
days before. He let the teacher
know that he would be absent on
Monday because he was observing
a Significant Faith Day.

Student F slept in during Period 1

and missed her test. Parents did
not call in nor did the student say
anything to the teacher when she
arrived to school later in the day.
She arrived to class the next day
expecting to write the quiz during
class time.

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Appendix F - Resources

Ministry of Education
Growing Success
Learning for All
Ontario’s Education Equity Action Plan

YRDSB
A & E Policy & Procedure
Secondary Planning Memo (Revised September 2018)
Addressing the Final 30%
Academic Honesty and Timely Completion & Submission of Assignments for Evaluation: A Guide for
Elementary and Secondary Student Parents & Guardians

The primary purpose of assessment is to improve student learning. – Growing Success