At the beginning of the school year, students will be provided with a written course outline which describes the knowledge, skills and achievement levels for each course. Students will be informed of the type and number of assignments and tests and how their final mark will be calculated. Particular attention should be given to the relationship between the term and exam marks and the way the final mark is calculated.

Teachers will inform their students about how attendance and participation affect evaluation. Attendance and participation should affect a student’s evaluation to the extent that they affect the attainment of course objectives.

Teachers will use a variety of evaluation strategies which recognize different learning styles and should include written, oral, and presentation skills as appropriate to the course objectives.

Major tests dates will be announced to students well in advance (at least one week for major tests) and teachers will attempt to ensure that students are not overloaded by the concurrence of major assignment deadlines and tests. Specifically, students’ workload will be considered in terms of:
- total amount of work assigned;
-the scheduling of major tests, major assignments and other homework;
-the monitoring of the number of tests and assignments on any one day;
-consultation with students on the process of setting test days and due dates;

The school year at TADDLECREEK is composed of three terms. Term one is from September to the end of November. Term two is from December until the beginning of March. Term three is from mid-March until the end of June. Formal examinations will be held in November, March, and June.

Accommodation of Evaluation (Students classified as LD:)

Within a given course, teachers may encounter one or more students who may require, as a result of an IPRC, modifications to the evaluation policy. The modification may include the extension of time on tests and examinations or individualized evaluation processes dependent upon an individual circumstance (for example, greater emphasis on oral testing). Teachers are responsible for making themselves aware of those students in their courses who require such modification through access to the appropriate OSR documentation and participation in relevant staff meeting discussions. The Headmaster will assist in determining the appropriate evaluation strategy in each case.