Evaluation of Student Learning Policy

Approver:: Academic Coordinating Committee
Policy Owner:: Vice-President, Academic
Policy Lead(s):: Director, Teaching and Learning
Effective date:: 2014-04-16
Date of last approval:: 2024-06-17

Policy Statement

Conestoga recognizes that consistent, fair and timely evaluation of student learning is an integral aspect of good pedagogy, is crucial to the academic process, and contributes to students having a positive attitude towards learning. Evaluation measures student learning of the course and program learning outcomes after appropriate learning opportunities have been provided. The evaluation of student learning takes into account the needs of the student, the faculty member, and relevant stakeholders, such as the Registrar’s Office, the Ministry of Colleges and Universities, and external regulating bodies as appropriate.

Scope

This policy applies to all postsecondary course delivery, independent of the delivery strategy, i.e., hybrid, online, full-time or part-time. It provides a coordinated and consistent institutional approach to the evaluation of student learning.

Definitions

Conestoga College maintains a glossary of terms specific to the institution. The terms in use for this document are defined below.

Academic Manager: The Executive Dean or Program Chair or designate responsible for the academic management of a particular program or program area.
Academic School Handbook: A document produced by the Academic Team and published on the Conestoga website that sets out expectations, rules, and regulations for students registered in programs within each of Conestoga’s academic schools.
Academic Team: Includes the Deans, Chairs, Program Coordinators, and Faculty who are responsible for academic content and delivery. 
Course Learning Outcomes: Terminal statements that indicate what a student is reliably expected to demonstrate at the end of a course and upon which they are formally evaluated through grade allocation.
Course Outline: An approved document outlining the course and unit learning outcomes, course title, course code, course description, credits, hours, prerequisites, co-requisites, resources, and evaluation methodology and associated grading allocation, for credit courses offered at Conestoga.
Digital Learning Resources: Digital learning resources are materials provided on the internal learning management system and/or accompany purchased resources.
eConestoga: eConestoga is Conestoga’s learning management system (LMS) that serves as a centralized platform for accessing course materials, engaging in activities, submitting assessments, tracking grades, and facilitating communication and collaboration. eConestoga supports accessibility by providing content in digital formats that are consistent with AODA standards.
Essential Elements: All courses in full-time programs are to have Essential Elements of information available to learners in eConestoga. Essential Elements are key components provided to all learners across all courses within full-time programs on eConestoga. The Essential Elements document can be accessed under “Faculty Support” in every course shell.
Essential Employability Skills (EES): Essential Employability Skills are non-vocational skills critical for success in the workplace, in day-to-day living, and for lifelong learning that students learn as part of the formal curriculum, and as stipulated by the Ministry.
Evaluation: Any evaluation contributing marks toward a student’s final grade. This includes, but is not limited to, assignments, tests, exams, quizzes, and projects. 
Faculty: Faculty are responsible for the teaching/learning process and the evaluation of student work.  
Feedback (evaluation): Feedback is a vital part of the learning process as it provides students with information about their performance so that they understand what they are doing well and what needs improvement.
Formative Feedback: Constructive formative feedback is information provided to students to support continued learning and improve performance.
Instructional Plan: A structured plan based on a college-wide template that ensures that dates for learning opportunities and evaluations are clearly communicated to students and other stakeholders as well as providing course-related information and practices.
Program Learning Outcomes: Terminal statements that indicate what a student is reliably expected to demonstrate at the end of a program.
Summative Feedback: Constructive summative feedback is information provided to students explaining achievement of the Course Learning Outcome(s).
Supplemental Assessment: A Supplemental Assessment is an opportunity for a student to demonstrate having met course outcome(s) to earn credits for a course they have failed by completing additional course requirements as determined by their Faculty. The assessment may be an exam, final assignment, project, or other evaluation as determined by the Faculty.

Policy

The evaluation of student learning aligns with the course learning outcomes and thelearning opportunities supplied. In keeping with outcomes-based evaluation, no bell- curving or norm-referencing occurs. Attendance is not used as an evaluation component.
The evaluation of student learning uses valid and reliable measures.
The weight assigned to each evaluation component must reflect the relative importance ofthe course learning outcome(s) to which the component aligns as well as the effort required for that component. No component can be weighted at more than 40% and the use of digital resources purchased for assessment reasons should not exceed more than 15% of the overall scheme within that program. No evaluation component can be a must-pass. Any peer evaluation must be identified on the course outline, be limited to 10% of the course grade, and follow objective processes and criteria.
Evaluation components must be spaced at timely intervals with at least 40% of evaluations delivered by the midpoint of the course.
Prompt and constructive feedback about student progress and opportunities for additional learning must be provided prior to a subsequent evaluation.
The specific components for the evaluation of student learning outcomes are published in the course outline and followed in the instructional plan. The evaluation methods contribute to ensuring appropriate standards are set for demonstration of the course and program learning outcomes.
The Essential Elements in eConestoga are provided to ensure student access to necessary information and materials. A schedule of dates listing each evaluation component will be part of the instructional plan available on eConestoga prior to the start of the semester.
Evaluations must be designed in compliance with the Accessibility for Ontarians with Disabilities Act (AODA). Any requested accommodations must be met and the Test Booking system used as required.
Faculty must evaluate student work fairly and consistently using written rubrics and/or marking schemes. These schemes use criteria aligned to the course learning outcomes and clearly specify the required standard for success. These are provided, with the assignment instructions, well in advance of the due date.
Confidentiality must be maintained in the return and discussion of all evaluations.
Students must have access to their marked evaluations on request.
Explanation of the grade or marks assigned must be available on request.
Completed evaluation items must be retained until after the date for student appeals. Some programs with external accreditation may require a longer retention period.
In the event of an interrupted evaluation, the faculty member will determine how the interrupted evaluation will be addressed and advise the students and the Academic Manager.
Students must be informed of the processes for academic appeals and supplemental assessments.
This policy does not apply to OntarioLearn courses hosted by another College.

Relevant Legislation and Related Documents

Relevant legislation

Post-Secondary Quality Education Assessment Board

Revision Log

Date	Details
2014-02-24	Academic Forum - Approved
2014-04-09	Policy and Procedure Committee – Approved
2014-04-16	Academic Coordinating Committee – Approved
2015-02-27	Academic Forum – Minor Changes Approved
2017-05-17	Academic Forum – Minor Changes Approved
2019-01-21	Minor revisions
2021-05-19	Academic Forum
2021-06-17	Academic Coordinating Committee