The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices.
For assessment and evaluation, we follow the Ministry of Education's Growing Success document, and by doing so will benefit the students both in the present and future. We designed assessments in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Assessment and evaluation will be based on the provincial curriculum expectations and the achievement levels outlined in this document. Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques.
In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of students’ learning, The Educators Academy’s assessment and evaluation strategies focus on:
Address both what students learn and how well they learn;
Are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning;
Are appropriate for the learning activities used, the purposes of instruction, and the needs and experiences of the students;
Are fair to all students;
Accommodate students with special education needs, consistent with the strategies outlined in their Individual Education Plan; and those who are learning the language of instruction (English or French)
Ensure that each student is given clear directions for improvement;
Promote students’ ability to assess their own learning and to set specific goals;
Include the use of samples of students’ work that provide evidence of their achievement;
Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points (Parent Teacher Nights) throughout the school year.
The overall expectations are broad in nature, and the specific expectations define the particular content or scope of the knowledge and skills referred to in the overall expectations. Our teachers use their professional judgment to determine which specific expectations should be used to evaluate achievement of the overall expectations, and which ones will be covered in instruction and assessment (e.g., through direct observation) but not necessarily evaluated.
The assessment and evaluation strategy include diagnostic, formative and summative within the course and within each unit.
Assessment for learning that includes:
diagnostic and formative assessment
descriptive feedback for student to gain insight in area of improvement.
Observations during student progress with product.
Assessment as learning
Assessment of learning
The Educators Academy will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
Knowledge and Understanding (K/U)
Thinking and Inquiry (T/I)
The purpose of the achievement chart is to:
provide a common framework that encompasses the curriculum expectations for all courses outlined in this document;
guide the development of quality assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
assist teachers in providing meaningful feedback to students;
provide various categories and criteria with which to assess and evaluate student learning.
Evaluation and Reporting of Students’ Achievements by Report Cards
Student achievement is communicated formally to students and parents by means of the Provincial Report Card. The report card provides a record of the student’s achievement of the curriculum expectations in every course, at particular points in the school year or semester, in the form of a percentage grade. Report cards are issued upon completion of the course. Each report card will focus on related aspects of student achievement. The percentage grade will represent the quality of the student’s overall achievement of the expectations for the course and will reflect the corresponding level of achievement. The Educators Academy will record a final grade for every course, and a credit is granted for the course in which the student’s grade is 50% or higher.
Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course.
Final Assessment and Evaluation = 100%
The teacher will also provide written comments concerning the student's strengths, areas for improvement, and next steps (E–Excellent, G–Good, S–Satisfactory, N–Needs Improvement). The report card will indicate whether an OSSD credit has been earned or not. Upon completion of a course, The Educators Academy will send a copy of the report card back to the student's home school where the course will be added to the ongoing list of courses on the student's Ontario Student Transcript. The report card will also be sent to the student's home address for parents’ communication.
Evaluation Instruments/ Strategies:
Checklist Project Work
Achievement Chart – Business Studies, Grades 9–10
Submission of Assignments
All assignments should be submitted for grading on the stated due date.
Any late assignments may be subjected to a 15% penalty.
Work not submitted within 5 school days after the stated due date will be assigned a mark of 0.
If a student is ill or away for a documented reason, all assignments must be submitted upon return to class, unless arrangements are negotiated with the teacher.
It is vital that the student realize the potential consequences of incomplete work and absences, including failure to gain the credit for the course. It is the responsibility of the student to catch up on all work missed from being absent.
Program Planning Considerations
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Planning Business Studies Program for Exceptional Students
The Educators Academy believes that classroom teachers are the key educators of students who have special education needs. They have a responsibility to help all students to learn and work collaboratively with special education resource teachers, where appropriate, to achieve this goal.
In planning business studies courses for exceptional students, The Educators Academy teachers’ begin by examining both the curriculum expectations for the course and the needs of the individual student to determine which of the following options is appropriate for the student:
no accommodations or modifications; or
accommodations only; or
modified expectations, with the possibility of accommodations.
If the student requires either accommodations or modified expectations, or both, our teachers record the relevant information in his or her Individual Education Plan (IEP).
Students Require Accommodations Only:
In The Educators Academy, with the aid of accommodations, some exceptional students are able to participate in the regular course curriculum and to demonstrate their learning independently. We believe on these three types of accommodations, Instructional accommodations by which changes are in teaching strategies, including styles of presentation, methods of organization, or use of technology and multimedia, Environmental accommodations by which changes are that the student may require in the classroom such as preferential seating or special lighting and Assessment accommodations by which changes are in assessment procedures that enable the student to demonstrate his or her learning, such as allowing additional time to complete tests or assignments or permitting oral responses to test questions.
The Educators Academy is committed to ensuring that all students, especially those with special education needs, are provided with the learning opportunities and supports they require to gain the knowledge, skills, and confidence needed to succeed in a rapidly changing society. The context of special education and the provision of special education programs and services for exceptional students in Ontario are constantly evolving.
The Educators Academy believes on that:
All students can succeed.
Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.
Successful instructional practices are founded on evidence-based research, tempered by experience.
Classroom teachers are key educators for a student’s literacy and numeracy development.
Each student has his or her own unique patterns of learning.
Classroom teachers need the support of the larger community to create a learning environment that supports students with special education needs.
Fairness is not sameness.
Students Require Modifications Only:
The Educators Academy provide comprehensive procedures for the identification of exceptional pupils, for the placement of those pupils in educational settings where the special education programs and services appropriate to their needs can be delivered, and for the review of the identification of exceptional pupils and their placement. If the student requires either accommodations or modified expectations, or both, then we will take into account these needs of exceptional students as they are set out in the students' Individual Education Plan. Our courses offer a vast array of opportunities for students with special educations needs to acquire the knowledge and skills required for our evolving society.
The Educators Academy realizes that some exceptional students will require modified expectations, which are different from the regular course expectations. For most of these students, modified expectations will be based on the regular course curriculum, with changes in the number and/or complexity of the expectations. We carefully monitor that these are reflected clearly in the student’s IEP, the extent to which expectations have been modified. This decision must be communicated to the parents and the students that
accommodations only; or
modified expectations, with the possibility of accommodations; or
alternative expectations, which are not derived from the curriculum expectations for a course and which constitute alternative programs and/or courses.
In The Educators Academy, if a student requires modified expectations in business studies courses, assessment and evaluation of his or her achievement will be based on the learning expectations identified in the IEP and on the achievement levels outlined in the Growing Success document.
Program Consideration for English Language Learners
Young people whose first language is not English enter Ontario secondary schools with diverse linguistic and cultural backgrounds. Some may have experience of highly sophisticated educational systems, while others may have had limited formal schooling. All of these students bring a rich array of background knowledge and experience to the classroom, and all teachers must share in the responsibility for their English-language development.
Students who come to Ontario from other countries will find the study of the subjects within business studies particularly useful. At The Educators Academy, they develop an understanding of the Canadian business environment that helps them to become well-informed Canadian citizens. Our business studies courses provide interesting learning opportunities for students who have come to Canada from different countries. Because business seeks ways to address the needs of diverse markets and communities, In The Educators Academy, students from other countries find that their experiences and background are helpful in analysing the needs of various markets and determining appropriate business strategies. In addition, because businesses require employees with a wide range of skills and abilities, our students learn how their backgrounds and language skills can contribute to business success. Teachers at The Educators Academy incorporate appropriate strategies for business studies course for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:
modification of some or all of the course expectations, based on the student’s level of English proficiency;
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and culturally diverse materials);
use of assessment accommodations (e.g., granting of extra time; use of oral interviews and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
Our students, who are no longer taking ESL courses, sometimes may still need program adaptations to be successful. If any of the students require modified expectations or accommodations in a mathematics course, a checkmark is placed in the ESL box on the student’s report card.
The Educators Academy determines the student's level of proficiency in the English Language upon registration. This information is communicated to the teacher of the course following the registration and the teacher then invokes a number of strategies and resources to support the student in the course. The Educators Academy has created course content to enrich the student's learning experience. Many occupations in Canada require employees with capabilities in the English language. Enabling students to learn English language skills will contribute to their success in the larger world. With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English.
Helping students become environmentally responsible is a role assumed by The Educators Academy. We work on different aspects like to promote learning about environmental issues and solutions, to engage students in practicing and promoting environmental stewardship in their community and to focus on the importance of the education system providing leadership by implementing and promoting responsible environmental practices so that all stakeholders become dedicated to living more sustainably.
The Educators Academy also ensures that the student will have opportunities to acquire the knowledge, skills, perspectives and practices needed to become an environmentally literate citizen. Our courses should provide opportunities for each student to address environmental issues in their home, in their local community, or even at the global level.
Anti Discrimination Education
Antidiscrimination education promotes a school climate and classroom practice that encourage all students to work to high standards, ensure that they are given a variety of opportunities to be successful, affirm their self-worth, and help them strengthen their sense of identity and positive self-image.
Every student is entitled to learn in a safe, caring environment, free from violence and harassment. Students learn and achieve better in such environments. The safe and supportive social environment at The Educators Academy is founded on healthy relationships between all people. Healthy relationships are based on respect, caring, empathy, trust, and dignity, and thrive in an environment in which diversity is honoured and accepted. Healthy relationships do not tolerate abusive, controlling, violent, bullying/harassing, or other inappropriate behaviours. To experience themselves as valued and connected members of an inclusive social environment, students need to be involved in healthy relationships with their peers, teachers, and other members of The Educators Academy community.
In The Educators Academy, the business studies curriculum is designed to help students acquire the habits of mind that are essential in a complex democratic society characterized by rapid technological, economic, political, and social change. These include respect and understanding with regard to individuals, groups, and cultures in Canada and the global community, including an appreciation and valuing of the contributions of Aboriginal people to the richness and diversity of Canadian life. They also involve respect and responsibility for the environment and an understanding of the rights, privileges, and responsibilities of citizenship. Learning the importance of protecting human rights and of taking a stand against racism and other expressions of hatred and discrimination at The Educators Academy is also part of the foundation for responsible citizenship and ethical business practice.
In The Educators Academy, students learn about the changing workplace and the Canadian and global economy in the business studies course designed by the Ministry of Education. Our students also learn how business is carried out effectively and equitably in the local and global workplace and how it is affected and enhanced by the diversity of the global marketplace.
Teachers at The Educators Academy design the learning activities in business studies courses which are inclusive in nature, reflecting diverse points of view and experiences. They also enable students to become more sensitive to the experiences and perceptions of others, to value and show respect for diversity in the educational system and in the wider society, and to make responsible and equitable decisions in their personal and business relationships. The critical thinking and research skills acquired in business studies courses enable students at The Educators Academy to recognize bias and stereotyping in text and images, as well as discriminatory attitudes that create barriers to productive relationships in business and trade.
We hope that all these attitudes and attributes provide a foundation on which students can develop their own identity, explore interconnectedness with others, and form and maintain healthy relationships.
Literacy, Numeracy and Inquiry Skills
Literacy is defined as the ability to use language and images in rich and varied forms to read, write, listen, view, represent, and think critically about ideas. It involves the capacity to access, manage, and evaluate information; to think imaginatively and analytically; and to communicate thoughts and ideas effectively. Literacy includes critical thinking and reasoning to solve problems and make decisions related to issues of fairness, equity, and social justice. Literacy connects individuals and communities and is an essential tool for personal growth and active participation in a cohesive, democratic society. Literacy involves a range of critical-thinking skills and is essential for learning across the curriculum. Literacy instruction takes different forms of emphasis in different subjects, but in all subjects, literacy needs to be explicitly taught. Literacy, mathematical literacy, and inquiry/research skills are critical to students' success in all subjects of the curriculum and in all areas of their lives.
Success in all their secondary school courses depends in large part on students’ literacy skills. The activities and tasks that students undertake in the business studies curriculum involve oral, written, and visual communication skills. For example, students use language to record their observations, to describe their inquiries in both informal and formal contexts, and to present their findings in presentations and reports in oral, written, graphic, and multimedia forms. Communicating in a business environment and using business software require the use and understanding of specialized terminology. In all business studies courses at The Educators Academy, students are required to use appropriate and correct terminology, and are encouraged to use language with care and precision, in order to communicate effectively.
The business studies course at The Educators Academy builds on and reinforces certain aspects of the mathematics curriculum. For example, clear, concise communication involves the use of various diagrams, charts, tables, and graphs to organize, interpret, and present information. In business studies courses, our teachers will develop student’s ability to ask questions and conduct research as they plan and manage projects. They also learn a variety of research methods in order to carry out their investigations, and to know which methods to use in a particular inquiry.
Inquiry and research are at the heart of learning in all subject areas at The Educators Academy. Students are encouraged to develop their ability to ask questions and to explore a variety of possible answers to those questions. As they advance through the grades, they acquire the skills to locate relevant information from a variety of print and electronic sources. The questioning they practiced in the early grades becomes more sophisticated as they learn that all sources of information that have a particular point of view and that the recipient of the information has a responsibility to evaluate it, determine its validity and relevance, and use it in appropriate ways. The ability to locate, question, and validate information allows a student to become an independent, mature and lifelong learner.
The Role of a Library
The school library program in many schools can help build and transform students' knowledge in order to support lifelong learning in our information- and knowledge-based society. The school library program of these schools supports student success across the curriculum by encouraging students to read widely, teaching them to examine and read many forms of text for understanding and enjoyment, and helping them improve their research skills and effectively use information gathered through research. The Educator Academy teachers assist students in accessing a variety of online resources and collections (e.g., professional articles, image galleries, videos, databases and much more). Our Teachers will also guide students through the concept of ownership of work and the importance of copyright in all forms of media.
The Role of Information and Communication Technology
Information literacy is the ability to access, select, gather, critically evaluate, and create information. Communication literacy refers to the ability to communicate information and to use the information obtained to solve problems and make decisions. Information and communications technologies are utilized by all The Educators Academy students when the situation is appropriate within their course. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any other course or any business environment. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues related to Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred.
The Ontario Skills Passport and Essential Skills
Ontario Skills Passport (OSP) is a bilingual, web-based resource that enhances the relevance of classroom learning for students and strengthens school–work connections. The skills described in the OSP are the Essential Skills that the Government of Canada and other national and international agencies have identified and validated, through extensive research, as the skills needed for work, learning, and life. The Educators Academy can engage students by using OSP tools and resources to show how what they learn in class can be applied in the workplace and in everyday life.
The essential skills are transferable, in that they are used in virtually all occupations. The OSP also includes descriptions of important work habits, such as working safely, being reliable, and providing excellent customer service. The OSP is designed to help employers assess and record students’ demonstration of these skills and work habits during their cooperative-education placements. Students can use the OSP to identify the skills and work habits they already have, plan further skill development, and show employers what they can do. The skills described in the OSP are the essential skills that the Government of Canada and other national and international agencies have identified and validated, through extensive research, as the skills needed for work, learning, and life. Essential skills provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change. For further information on the OSP and essential skills, visit: http://skills.edu.gov.on.ca.
Most careers involve some aspect of business practice – physicians and mechanics operate small businesses, artists sell their art. The courses in business studies at The Educators Academy prepare students for employment in such diverse areas as retailing, management, technology, small business, government service, and professional careers. The skills and knowledge that students acquire through business studies courses are essential for a wide range of careers. Our students gain an understanding of various aspects of business operation and practice through courses in all the subjects in the discipline. In addition, In addition, focus on personal management, interpersonal skills, and career development in the business studies curriculum at The Educators Academy prepare students for success in their working lives, whatever their career. Finally, teaching about different kinds of businesses enable our students who are interested in a career in business to think about the type of operation that is best suited to their backgrounds and interests.
The framework of the program is a four-step inquiry process based on four questions linked to four areas of learning:
knowing yourself - Who am I?;
exploring opportunities - What are my opportunities?;
making decisions and setting goals - Who do I want to become?;
achieving goals and making transitions - What is my plan for achieving my goals?
PLANNING PROGRAM PATHWAYS AND PROGRAMS LEADING TO SPECIALIST HIGH SKILLS MAJOR
The Educators Academy courses are well suited for inclusion in Specialist High Skills Majors (SHSM) or in programs designed to provide pathways to particular apprenticeship, college, university, or workplace destinations. In some SHSM programs, courses at The Educators Academy can be bundled with other courses to provide the academic knowledge and skills important to particular economic sectors and required for success in the workplace and postsecondary education, including apprenticeship training.
Health and Safety
The business studies program provides for exploration of a variety of concepts relating to health and safety in the workplace. In planning learning activities, teachers at The Educators Academy help students to achieve the curriculum expectations. Our teachers ensure that students have opportunities to consider health and safety issues. Health and safety issues are also addressed when learning involves cooperative education and other workplace experiences. Our teachers who provide support for students in workplace learning placements assess placements for safety and ensure students to understand the importance of issues relating to health and safety in the workplace. At the Educators Academy, before taking part in workplace learning experiences, students acquire the knowledge and skills needed for safe participation. Our students understand their rights to privacy and confidentiality as outlined in the Freedom of Information and Protection of Privacy Act. They have the right to function in an environment free from abuse and harassment, and they need to be aware of harassment and abuse issues in establishing boundaries for their own personal safety. They are informed about academy policies and reporting procedures with respect to all forms of abuse and harassment.
Credit card application forms and brochures from two financial institutions
Various consumer products found in the home (shoes, toothpaste, hair dryer, or telephone, etc.)