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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.

This policy applies to all postsecondary course delivery, independent of the delivery strategy including but not limited to, hybrid, online, full-time or part-time. It provides a coordinated and consistent institutional approach to the evaluation of student learning.

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1. The evaluation of student learning aligns with the Course Learning Outcomes and the learning opportunities supplied. In keeping with outcomes-based Evaluation, no bell- curving or norm-referencing occurs. 
2. Attendance cannot be used as an evaluation component unless it is required by a regulatory body or in support of health and safety. In such cases, it must be clearly articulated in the Course Outline.
3. The Evaluation of student learning uses valid and reliable measures.
4. The weight assigned to each Evaluation component must reflect the relative importance of the Course Learning Outcome(s) to which the component aligns as well as the effort required for that component. 
5. No component can be weighted at more than 40% of the final grade.
6. The use of Digital Learning Resources purchased for assessment reasons should not exceed more than 15% of the overall course grade. 
7. Typically, there are no more than seven (7) Evaluations in a course, unless approved by the Dean.
8. No Evaluation can be valued at less than 5% of the final course grade, unless approved by the Dean.
   
9. 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.
10. Any peer Evaluation must be identified on the Course Outline, be limited to 10% of the course grade, and follow objective processes and criteria.
    
11. Evaluation components must be spaced at timely intervals with at least 40% of Evaluations delivered by the midpoint of the course.
12. Prompt and constructive Feedback about student progress and opportunities for additional learning must be provided prior to a subsequent Evaluation.
13. The specific Evaluation components for a course are published in the Course Outline and outlined in the instructional plan. 
14. The Evaluation methods contribute to ensuring appropriate standards are set for demonstration of the Course and Program Learning Outcomes.
    
15. 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.
    
16. Evaluations must be designed in compliance with the Accessibility for Ontarians with Disabilities Act (AODA). 
17. Accommodations must be met in accordance with the Student Accommodation Policy and Procedure.
18. Faculty must evaluate student work fairly and consistently using written grading tools, such as rubrics and/or marking schemes.
1. These grading tools 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.
19. Faculty must also ensure that all of their courses meet all the Essential Elements requirements in eConestoga so that students have access to necessary information and materials.
    
20. Confidentiality must be maintained in the return and discussion of all Evaluations.
21. Students must have access to their marked Evaluations on request.
22. Explanation of the grade or marks assigned must be available on request.
23. Completed Evaluation items must be retained until after the date for student appeals. Some programs with external accreditation may require a longer retention period.
24. 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.
25. Students must be informed of the processes for academic appeals and Supplemental Assessments.
26. This policy does not apply to OntarioLearn courses hosted by another College.