4.  Reporting the Final Mark

Instructors will need to determine a method for making sense of formative assessments in order to make a decision about the learner’s final mark for the course.  There is no one way to determine this.  Some possibilities are included in this section.

4 a) Sample Weighting for Final Evaluation

At the end of the course, a Learner’s Portfolio could contain artefacts or samples from components related to all three units.  The sample below illustrates differences in the weight allotted to each component to demonstrate an increasing emphasis on the development of reflection and critical analysis throughout the entire course.  However, depending on learners’ needs and abilities, instructors may choose to weight each component the same for each unit.

Unit 1: Culture and Identity	Unit 2: Systems of Governance	Unit 3: Extended Learning Opportunity
5% Reflective Journal Understanding of concepts Quality of critical analysis Depth of personal reflections and analysis of own thinking/ideas	10% Reflective Journal Understanding of concepts Quality of critical analysis Depth of personal reflections and analysis of own thinking/ideas	15% Reflective Journal Understanding of concepts Quality of critical analysis Depth of personal reflections and analysis of own thinking/ideas
5% Portfolio Selects items for inclusion that represent best work Provides effective justification for items chosen for inclusion	10% Portfolio Selects items for inclusion that represent best work Provides effective justification for items chosen for inclusion	15% Portfolio Selects items for inclusion that represent best work Provides effective justification for items chosen for inclusion
15% Tests Short answer, multiple choice, true/false, matching, essay Concept maps, analytical grids and charts	10% Tests Short answer, multiple choice, true/false, matching, essay Concept maps, analytical grids and charts	5% Tests Short answer, multiple choice, true/false, matching, essay Concept maps, analytical grids and charts
75% Daily Assessments Anecdotal notes, observations checklists, rating scales, rubrics Self-and-peer assessment Discussions, group participation, debate, role play, simulation Resource use: identification, location, and variety of sources Written reports Oral reports and presentations Multi-media presentations	70% Daily Assessments Anecdotal notes, observations checklists, rating scales, rubrics Self-and-peer assessment Discussions, group participation, debate, role play, simulation Resource use: identification, location, and variety of sources Written reports Oral reports and presentations Multi-media presentations	65% Daily Assessments Anecdotal notes, observations checklists, rating scales, rubrics Self-and-peer assessment Discussions, group participation, debate, role play, simulation Resource use: identification, location, and variety of sources Written reports Oral reports and presentations Multi-media presentations
Unit 1 Total = 100%	Unit 2 Total = 100%	Unit 3 Total = 100%
Final Mark:         (Allot an equal 33 1/3 marks for each of the three units to arrive at a final mark for the entire course.)

Note that in the above example, there is the opportunity within the daily assessment component to weight various activities differently based on the focus for individual learners or targeted skills.  For example, in Unit 1 the focus may be on written reports, and in Unit 2 the focus may be on oral reports and presentations.

4 b) Sample Summative Assessment Rubric

Assessment Range	Word Descriptions
90 – 100% Exceptional	Overall formative assessments reflect profound insight and a sophisticated grasp of content. The learner’s high quality work clearly indicates thorough knowledge of concepts and demonstrates mastery of skills in a thoughtful and reflective manner.
80 – 89% Excellent	Overall formative assessments reflect insight and critical thinking skills. The learner’s work is very well done, clearly indicating excellent knowledge of concepts and demonstrating a firm grasp of skills.
70 - 79% Very Good	Overall formative assessments reflect considerable thought and insight into a relevant and challenging learning context.  Skills continue to improve and work is of good quality.
60 - 69% Good	Overall formative assessments demonstrate an average effort. Some evidence of critical thinking and idea development is apparent. Quite often work indicates a lack of insight into concepts and a weak grasp of skills.
50 - 59% Adequate	Overall formative assessments indicate a naïve or vague understanding of concepts. Incomplete work demonstrates weak skill development and little insight. A lack of effort is apparent.
Below 50% Inadequate	Overall formative assessments create a clear picture of inadequate skill development. Too many skills are left incomplete and insufficient to meet exit standards.

4 c)  Sample Portfolio Rubric – Learner Self-Assessment

Directions: Circle the description that most nearly describes your Portfolio presentation, the neatness and the accuracy of your work, and your attitude and effort in class.  Total up the points from those descriptions that you circled out of a possible 75 points.  (This assessment tool may also be used by the instructor, or in collaboration between the learner and instructor.)

Outcome Assessed 3 2 1 Overall Presentation 12 pts. Portfolio very neat and organized             6 pts. Portfolio somewhat neat and organized 4 pts. Portfolio not neat and organized              Writing Samples 12 pts. Writing shows depth and elaboration of topic; few errors in mechanics; strong thinking skills are evident 8 pts. Competent treatment of topic; occasional errors in mechanics; evidence of thinking is present 4 pts. Writing lacks depth and elaboration of topic; frequent errors in mechanics; evidence of thinking is not present Work Samples 15 pts. Samples show variety of skills; consistently completed with above average accomplishment 10 pts. Samples show some variety of skills; inconsistent accomplishment 5 pts. Samples lack variety of skills; few samples presented, with only minimal accomplishment Content Area Learning 12 pts. Understands and uses necessary terminology and skills; concepts are integrated                                   8 pts. Understands and uses necessary terminology; skills and concepts are evident but not integrated 4 pts. Basic terminology, skills and concepts have not been mastered; unable to integrate                                Self Reflection 9 pts. Clearly communicates analysis of self as learner; recognizes and celebrates successes 6 pts. Some uncertainty in self as learner; recognizes but does not celebrate successes 3 pts. Message does not convey self as learner; does not recognize or celebrate success Attitude 9 pts. Daily positive I CAN attitude; cooperative on a daily basis             6 pts. Most days positive I CAN attitude; uncooperative attitude sometimes 3 pts. Seldom has positive attitude; uncooperative attitude most of the time Use of Time 6 pts. Makes every minute count; cleans up work area daily 4 pts. Usually makes time count; usually cleans up work area 2 pts. Often wastes time; seldom cleans up work area Total Points:  ____ out of 75 Range:  ____

4 d) Sample Portfolio Assessment Rating Scale

Name			Date
Criteria to be Assessed	Excellent 5	Very Good 4	Good 3	Adequate 2	Needs Much Improvement 1
Table of Contents is sequentially organized and contains adequate detail.
Representative of achievements or progress of this reporting period.
Includes a variety of activities, projects and assignments that reveal a range of abilities, processes and skills.
Includes evidence of learner reflection (e.g., self-assessment forms or notes).
Includes evidence of goal setting and readjustment of goals.
Anecdotal Notes This learner can:
This learner needs:

(Adapted from Native Studies 10, Saskatchewan Learning, 2002, p.61.)