What does learning look like?
Understanding the learning objectives and examining how learning will look, feel and sound is an essential part of the assessment and evaluation process. Sharing evidence of critical digital literacies through your words, actions, and creations is how assessment in, of, for learning occurs.
- PARTICIPATION and ASSESSMENT
- Participation is an expectation. Courses are based on reflection, discussion, and interaction, much of which takes place in collaboration with classmates. Students who do not attend to tasks regularly will find their learning less engaging and will compromise their success.
- Requirements on the course outline will be used for assessment. The course outline, assessment description and the assessment rubric make expectations and deadlines explicit. Late assignments are accepted only under rare, documentable circumstances. Students cannot redo assignments, rewrite exams, or make additional submissions to boost a mark once a summative assessment has taken place.
- Assessment is a reflection of academic rigour. Only in instances where there is unusual disparity among marks or abnormal inconsistency in outcomes will an instructor re-examine a final assessment.
The Lakehead Faculty of Education rubric (found on page 9 of this Handbook) will be applied to the assessment and evaluation of the visible learning in this course. Feedback will be provided and incorporated into the next steps and levels of learning as the course progresses.