Evaluation strategies and their weighting in the final course mark are determined using learning outcomes, content, academic level, and teaching and learning strategies as parameters. Using a variety of evaluation strategies will help meet the needs of students with different learning styles. Evaluation categories and weighting will normally be the same for all same-coded courses regardless of program or campus.
The Evaluation Factors section of the Course Development page provides general guidelines for evaluation.
- Provide students with evaluation opportunities at regular intervals throughout the term.
- Provide a minimum of two evaluation categories and three evaluation opportunities per course.
- The weighting in any one category should not exceed 75% of the final grade.
- The weighting for exams should be no less than 25% of the total grade.
- Where an external accreditation requires a passing grade to be higher than the college standard of 50%, make note of the requirement in the evaluation section of the course outline.
- Academic courses typically have a numeric grade mode while practical experience courses use pass/fail.
- If successful completion of a course is dependent on meeting a specific requirement, use a grade mode of pass/fail (eg. 90% requirement on a safety test in order to pass the course).
- The course syllabus provides details regarding specific requirements within a category, supplemental privileges, and other course completion requirements.
Following is a chart that describes the evaluation categories used at Georgian:
Note: some categories may overlap to allow flexibility (e.g., tests might include quizzes and exams)
|Assignment||Prescribed task or piece of work completed inside or outside of the classroom. Examples include, but are not limited to case studies, lab work, reports, presentations, etc.|
|Essay||A written argument, usually in prose, on any subject; includes reviews and critiques.|
|Examination||Cumulative evaluation at fixed points (e.g. mid-term, end of term), includes comprehensive final exams which assess the students’ understanding of topics covered throughout the full term. Specify if a comprehensive exam is included. Final/comprehensive exams are non-returnable to students (college must keep for at least one year).|
|Group project||Project activity assigned to groups of students (generally 2 to 6 students).|
|Portfolio||Any portable case, a notebook, folder, or report binder that holds a collection of documents, photographs, drawings, or other materials that belong to or represent the work of an individual. Can also be digital portfolios or e-portfolios.|
|Practical skill demonstration||Individual demonstration of specific skills or groups of skills that make up a task. Skill demonstrations provide evidence of meeting basic competencies.|
|Presentation||Oral and/or visual presentation of report, project, research paper, portfolio or assignment to classmates and/or faculty. Can be individual or group.|
|Project||Report with a practical component; detailed study of a particular subject; generally covering about three weeks or the equivalent in duration.|
|Quiz||Announced or unannounced short “test,” in or out of class; usually 15 minutes or less; not given a major weighting.|
|Reflective progress notes||Reflective progress notes are similar to writing journal entries and utilized in health science programs where there is a practicum. Notes should correspond to the learning outcomes of the practicum and focus on continuous improvement of the students’ professional practice.|
|Report||Structured, systematic written presentation of informative and/or persuasive material. May include written documents and/or drawings, photographs, and tables.|
|Research paper||Systematic exploration (utilizing either primary and/or secondary research) of a problem or question presented in essay form, which may also include such elements as charts, tables, appendices, table of content.|
|Seminar||Leadership of discussion amongst small group of classmates (usually 6 to 12) of particular topic or subject.|
|Test||Planned, periodic assessment; could include multiple choice, short and/or long written answers; commonly set within class periods. This category may also include quizzes and exams.|