Evaluation of Student Performance

1. Purpose

Loyalist College is committed to establishing a clear, fair, and transparent system for the evaluation of student performance. This policy guides academic employees in the design and delivery of assessments and informs students of expectations regarding performance evaluation and feedback. This policy also ensures that all evaluation methods align with learning outcomes, adhere to academic standards, and support student success through consistent grading, feedback, and performance review practices.

2. Application

This policy applies to all credit-level and apprenticeship courses at Loyalist College. It governs all forms of student assessment, including assignments, tests, exams, and other assessment strategies.

3. Definitions

Assessment: The process of measuring a student’s knowledge, skills, and/or competencies through various methods such as assignments, testing, projects, and practical demonstrations.

Formative Assessment: An assessment conducted during a course to provide feedback and guide student learning (assessment for learning).

Summative Assessment: An assessment conducted at the end of a learning period to determine overall achievement of learning outcomes (assessment of learning).

Supplemental Opportunity: A structured opportunity for students to complete an additional assessment to demonstrate learning outcomes.

Missed Evaluation: A scheduled assessment that a student was unable to complete due to extenuating circumstances, requiring potential alternative arrangements.

4. Policy

Student evaluations at Loyalist College will be conducted in a manner that promotes academic integrity, equity, and learning progression. All assessments will be aligned with Program/Vocational learning outcomes (P/VLOs), Course Learning Outcomes (CLOs), and any additional credential-specific skills, ensuring consistency in assessment methods across disciplines. Faculty must provide students with a clear assessment structure in the course outline at the beginning of each course. The evaluation of student performance will be guided by principles of transparency, fairness, and restorative practices where appropriate.

4.1 Evaluation Framework

Evaluations will include both formative and summative components. Evaluations serve as a means to assess student performance, provide meaningful feedback, and promote continuous improvement in student learning outcomes. Assessments should be designed to measure a student’s ability to apply knowledge, demonstrate competency, or engage in critical thinking appropriate to the credential.

Evaluations should be transparent, clearly communicated to students, and aligned with institutional and program-level expectations. Faculty must ensure that assessments are equitable, accessible, and designed to minimize bias while upholding academic integrity standards. The evaluation framework should incorporate principles of Universal Design for Learning (UDL) to accommodate diverse student needs and learning styles.

Faculty are encouraged to incorporate authentic assessment strategies that reflect real-world tasks, challenges, and contexts relevant to the field of study. These assessments help students apply their learning in meaningful ways and support the development of skills required for professional and lifelong success.

Faculty are required to use rubrics when appropriate and/or clearly defined grading criteria to ensure that the evaluation of student performance is transparent, consistent, and equitable.

To support timely feedback and help students track their progress, at least 40% of the final course grade must be assessed and entered in the Learning Management System (LMS) by the point when 60% of the course hours have been completed, which is typically by Week 8 in most programs. In addition, no single assessment should be worth more than 30% of the final grade unless a higher weighting is clearly justified and approved by the Dean based on program-specific requirements.

Assessment timelines should be clearly communicated at the beginning of the course. Faculty are expected to collaborate with Accessibility Services to ensure appropriate timelines for accommodated assessments.

Evaluation practices must also support students’ professional and academic growth, ensuring they develop competencies required for career readiness and lifelong learning. Regular review and continuous improvement of evaluation methods will be conducted to ensure alignment with academic standards, industry expectations, and evolving best practices. Assessments will be designed to measure student achievement against defined course and P/VLOs.

4.2 Assessment Methods

Assessments should reflect a variety of approaches to accurately evaluate student learning. Methods may include, but are not limited to, written assignments, exams, practical demonstrations, case studies, group projects, presentations, online assessments, self-assessments, peer evaluations, portfolios, and experiential learning assessments such as fieldwork evaluations and clinical skills demonstrations. Faculty are encouraged to use diverse and inclusive assessment strategies that accommodate learning needs and ensure all students have an equitable opportunity to demonstrate their competencies.

Assessment selection must be guided by course learning outcomes, ensuring that students have multiple ways to demonstrate their knowledge and skills.

4.3 Assessment Feedback

Feedback is an essential component of the evaluation process and plays a crucial role in student learning and development. Faculty must provide timely (within 10 business days), clear, and constructive feedback to students, ensuring they understand their progress and areas for improvement. Feedback should be specific, actionable, and aligned with the assessment criteria outlined in the course outline. Faculty are encouraged to use a variety of feedback methods, including comments, one-on-one discussions, and digital feedback tools, to enhance student learning and engagement.

4.4 Missed Evaluations

Students are responsible for completing all scheduled evaluations. Evaluations missed due to extenuating circumstances will be addressed in alignment with program and college guidelines to support student success. Faculty will apply a restorative approach, ensuring that students have fair opportunities to demonstrate their achievement of learning outcomes.

4.5 Supplemental Opportunities

Supplemental opportunities may be available to students under specific circumstances to support their achievement of learning outcomes. The availability and conditions for supplemental assessments will be determined by individual programs. All supplemental opportunities must align with program guidelines and ensure fairness while maintaining academic integrity.

5. Related Documents

• ACAD 206 Academic Integrity Policy
• ACAD 205 Evaluation of Student Performance Procedure