Student Assessment Policy

To provide a fair, transparent and unbiased framework for student assessment that supports student learning and progression through their courses and programs.

Academic employees who assess and evaluate student learning and performance in Seneca courses at each credential level, with some exceptions warranted by external requirements (e.g., accreditation, collaborative programs, clinical placements, etc.).

A summative process of evaluating student progress in meeting course learning outcomes.

Tasks that are carried out in real-world contexts to transfer learning or that require students to demonstrate competency in real-world skills.

Process of assessing, documenting, and measuring the quality of student work based upon defined course criteria (e.g., rubric, grading scheme) to assign value to student achievement in the teaching and learning process.

Constructive information and guidance provided by academic employees to students that is timely and supportive to help them understand if they are fulfilling the course assessment criteria/learning outcomes.

Learning activities taking place during academic courses conducted in-person, online or in flexible delivery modes.

Monday to Friday, excluding Saturdays, Sundays, statutory holidays or any other day, Seneca has publicly acknowledged that it is closed.

1. Seneca’s approach to student assessment is grounded in commitments to equity and accessibility for students.
2. Student assessments recognize the value of diverse lived experiences and include personal narrative and reflection, whenever possible, and relevant to course learning outcomes.
3. Student work in academic courses will be assessed and evaluated to provide ongoing and meaningful feedback about their progress and development.
4. Student assessments are appropriately differentiated, with no single assessment accounting for the evaluation of a course learning outcome, whenever possible.
5. Assessment methods focus on learning and reflecting on the skills and experiences graduates require to succeed in their careers.
6. Courses identify how each assessment (diagnostic, formative or summative) connects to essential academic requirements in the course outline or teaching and learning plan.
7. Assessments are produced in an accessible format that can be converted to meet different accessibility needs in accordance with applicable legislation.

1. Provision of effective and timely feedback is critical in the learning process and will incorporate the following criteria:
   • alignment with, and measurement of, course learning outcomes
   • a breakdown showing percentages attributed to each evaluation
   • no single assessment counting for more than 40 per cent of a student’s final grade unless with the written permission of the respective program chair or required by regulatory bodies
   • the results of each evaluation, along with meaningful feedback, provided to students within 10 business days, or before the date of the next assessments, whichever is soonest, to inform future graded assessments (Exceptions to this timeline must be approved by the respective program chair and communicated to students in advance of issuing the evaluation).
   • a clear accounting of the total value of all assessments administered in a course is given one week before the last date to withdraw without academic penalty (unless written permission is received from the respective program chair or is required by regulatory bodies).
2. Grades are not assigned for attendance.

1. Assignment deadlines are communicated to students in writing, with clear expectations for graded, in-class activities.
2. It is a student’s responsibility to complete all assessments/deliverables by the published submission deadlines.
3. Grades may be affected if students miss scheduled, graded in-class activities.
4. A student needing an extended deadline must negotiate a reasonable extension with their professor before the published deadline.
5. Only under extenuating circumstances may a student’s late assessment be accepted without communication before the assignment deadline, and the student may be requested to provide documentation of the extenuating circumstances.
6. At the discretion of the faculty, deductions may be applied for any late assignment submissions.

• CQAAP Standards

• Academic Appeal Policy
• Academic Integrity Policy
  
• Accessibility Policy
• Freedom of Information and Protection of Privacy Policy
• Grading Policy
• Learn@Seneca Minimum Requirements Policy
  
• Student Progression and Promotion Policy
  

• Accessibility for Ontarians with Disabilities Act

Approval Date: February 2018

Last Revision:  March 2024