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High School Learning Program and Assessment

June 11, 2021

poster of Greater Saskatoon Catholic Schools' Classroom Commitment

Within GSCS, assessment is central to the teaching and learning process. As such, assessment must involve students, parents/guardians and teachers as active participants. The primary purpose of assessment is to support and enhance student learning. Assessment is also used to communicate consistent, accurate and meaningful information to all stakeholders. GSCS values the role of assessment in teaching and learning. Accordingly, GSCS encourages excellence through assessment for learning, assessment as learning and assessment of learning opportunities (GSCS Quality Core Instruction).


High School Progress Reports

Learning Behaviours

What are Learning Behaviours?

Learning behaviours describe various actions that students should carry out in order to do their best in their courses. These are:

  • Engagement: Arriving prepared and ready to learn, being actively involved in the learning process, using class time effectively
  • Respect: Respecting the rights, property, and opinions of one's self and others
  • Responsibility: Completing and submitting class work, homework and assignments according to agreed upon deadlines

Why are learning behaviours important?

Learning behaviours have a significant impact on student achievement; that is, they affect how well students will learn in their courses.

How will the teacher report on learning behaviours?

The teacher will assess students on the behaviours of Engagement, Respect, and Responsibility using the following scale: Rarely, Inconsistently, Consistently, Always.

Will the learning behaviours be included in a student's grade?

Learning behaviours will not be part of a student's grade. The reporting of learning behaviours will be separate from student achievement, unless they are identified in the Saskatchewan curriculum as a specific learning goal for the class in question.

Greater Saskatoon Catholic Schools High School Achievement Scale

Percentage Range
Percentage Score
Letter Score
Outcome‐Based Achievement Descriptors
98 – 100100E+Exceptional: student has achieved proficiency. In addition they have shown their understanding in novel situations or at a higher level of thinking than what is expected by the criteria (example: student is evaluating, synthesizing, or creating when the outcome is at analysis).
92 – 9795E
87 – 9190E-
84 8685P+Proficient: student has consistently demonstrated the criteria for achieving this outcome, group of outcomes, or learning area.
78 – 8380P
73 – 7775P-
70 – 7270G+Growing: student has inconsistently demonstrated the criteria for achieving this outcome, group of outcomes, or learning area.
64 – 6965G
60 – 6360G-
55 – 5955DDeveloping: student has rarely demonstrated the criteria for achieving this outcome, group of outcomes, or learning area.
50 – 54
50
D-
0 – 490 – 49
IE
Insufficient Evidence – student has not demonstrated the criteria for achieving this outcome, group of outcomes, or learning area despite opportunity to do so. 





 


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