Course Profile - Curriculum Services Canada

However, when group assignments are used to evaluate the achievement of course Expectations, the
teacher must ensure that this is done on an individual basis. This can be accomplished in a number of
ways:
• Arrange individual teacher/student conferences. Student responses to a series of questions can be
used to evaluate Knowledge, Communication Skills, and Making Connections most easily, but can
also be used for inquiry.
• On a regular basis, collect and evaluate work journals or log books, where students describe their role
and responsibility in completion of an activity.
• Students use reflection journals to describe their learnings related to a certain activity; teachers then
evaluate them for knowledge and making connections.
• Work logs and reflection journals can be in formats other than pencil and paper. Some students might
produce more complete and detailed answers by using a tape recorder or a concept map. This would
allow different learning styles to be addressed.
• Students could pool their experimental or research results, and produce an independent, individual
final product that would be evaluated.
• Students could contract for different aspects of research or communication for a group project. This
is another opportunity to address individual learning styles. When evaluating the group presentation,
the teacher should be aware of individual responsibilities.
Use quizzes to evaluate specific Knowledge or Making Connections Expectations gained through a
group activity.
• Teacher observation, using a checklist, and on-the-spot questioning can be used to assess and
evaluate expectation achievement on an individual basis.
• Acquisition of technical skills could be evaluated in another, individual situation by means of a
summative, practical skills test.
Self- and peer assessment of individual performances within a group setting are appropriate and useful to
assist students in becoming self-monitoring. However, such assessments are not to be the basis for
evaluation; evaluation is the sole responsibility of the teacher.
Making Connections
The knowledge expectations of this course have intrinsic worth as useful information, but they also serve
as vehicles for developing other expectations:
• acquisition of knowledge through inquiry develops inquiry skills;
• connecting chemical concepts to social and environmental issues develops the necessary habits of
mind for making connections;
• applying scientific knowledge to practical problems makes connections to technology; considering
how scientific knowledge is acquired brings understanding of the role that technology plays in
scientific discovery.
During their study of chemistry, students should be encouraged to develop attitudes that support the
responsible acquisition and application of scientific and technological knowledge to the mutual benefit of
self, society, and the environment.
Assessment & Evaluation of Student Achievement
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the
course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other methods of evaluation.
Assessment is a process of gathering information and providing descriptive feedback about student
learning. Evaluation is the process of judging work and assigning a value, based on established criteria.
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• Chemistry – University Preparation