Policy: AC06: RHI Student Learning Assessment and Evaluation Policy

The policy pertains to the requirements as prescribed by under s. 3. (1), s. 20. (1), and s. 25. (1) of O. Reg. 415/06.”, and EQual™ Canada Accreditation Program 3.1.2 and 3.1.5

  1. Introduction
    The Robert Health Institute (RHI) is committed to ensuring that students complete their programs. Within the framework of this commitment, RHI is responsible for assessing and assessing student performance through the application of standards that guide assessment, assessment, and progress. It informs students about their current level of achievement in a course or program.
  2. Purpose
    This policy provides the assessment process used by the Institute to provide timely and specific feedback to students as they work to achieve learning outcomes. In addition, it provides a formal assessment process, enabling the Institute to make decisions about a student’s progress through a course or program.
  3. Definition
    3.1 Student: The student is any person enrolled at RHI in full-time or part-time study leading to a post-secondary diploma or certificate from RHI. It includes students who are on scheduled breaks or leave school.
    3.2 Professor and Didactic Instructor or teachers: refer to the academic staff of the Institute who are responsible for the teaching and simulation practice of DMS programs and have authority over the implementation of DMS practices and teaching staff.
    3.3 DMS program: Diagnostic Medical Sonography program has provided full-time vocational sonography training.
  4. Policy for Evaluation and Assessment
    4.1 Student learning in a given course and semester is evaluated in that course and semester, respectively.
    4.2 For each program, Academic directors, in consultation with their professors or instructors, follow the process for evaluating student performance. This process and specific mechanisms for assessing and evaluating student performance are published in all course outlines as a “Method of Evaluation.”
    4.3 Evaluation of student performance is based on curriculum outlines and NCP criteria for what students should know and be able to do in all subjects and courses.
    4.4 Evaluation and assessment methods have been developed or chosen to reflect the knowledge, skills, attitudes, and behaviors possessed by each student are valid.
    4.5 Assessments and evaluations are conducted according to the four categories of knowledge and skills outlined in the “Method of Evaluation,” and the four levels of laboratory assessment that appear in each course outline. (A=86-100%, B=76-85%, C=60-75%, F=Failure <59%).
    4.6 Assessment and evaluation methods are clearly linked to the goals and objectives of the NCP and teaching materials and are compatible with the teaching methods used.
    4.7 Several assessment and evaluation methods (tests/quizzes, simulations, lab assessments, assignments, mid-term and final exams) will be used, with regular continuous feedback on progress and learning opportunities. Students will have more than one opportunity to demonstrate their achievement in the required study.
    4.8 At least twice a semester, a formal review of a full-time student’s overall performance in the program of study is made. The process for conducting this review will be developed by the Academic Director in conjunction with the instructor and, depending on the course, may need to be submitted to QAC for approval.
    4.9 The evaluation and formal review should identify student weaknesses or risks. The names of identified at-risk students and suggestions for improvement are recorded at the end of the term, and the cumulative student course grades for all students are submitted at the end of the term.
    4.10 The overall achievement demonstrated by the course evaluations will be converted into a final grade in accordance with the RHI-Grading of Student Learning policy.
    4.11 Final grades are confirmed by the Academic Director responsible for the program. Unless there are exceptional circumstances, professors must be consulted when the Academic Director is considering changing a student’s final grade.
    4.12 Assessment and evaluation results are formally recorded and accessible to the student in accordance with the RHI-Student record and privacy policy.
    4.13 Students have the right to request a review of a grade and appeal evaluation decisions following the RHI-Academic Appeals Policy and Procedure.
    4.14 This policy may not apply to courses of general interest and short duration.
  5. Policy for Course Outline and Evaluation
    5.1 Course outlines will include:
    5.1.1 Clearly articulate the objectives to be achieved upon successful completion of the course.
    5.1.2 Assessment methods/tools used to assess student performance, such as tests/quizzes, simulations, lab assessments, assignments, mid-term and final exams, and how each method relates to specific course academic achievement levels.
    5.1.3 Course schedules and time intervals for assessing student performance.
    5.1.4 Evaluation of Practice includes Skills practice and evaluation of protocol and students’ performance for Proficiency (Consistency; Independence; Timeliness; Accuracy; Appropriateness)
    5.1.5 Criteria and methods for determining final grade designations.
    5.2 Any changes to the assessment and evaluation procedures after students receive the course outlines must be implemented in consultation with students in the class and approved by the Academic Director.
    5.3 Final Assessment Week
    5.3.1 Final assessment week may schedule for the final week of the semester.
    5.3.2 All courses in a course level are offered for the predetermined schedule of that level
    5.3.3 The professor can summarize the teaching of the subject material presented previously, which is also assessed during the final assessment week.
    5.3.4 Develop and schedule an overall assessment plan for the final assessment week to ensure students have a reasonable workload to support their academic success.
  6. Procedure for Evaluation and Assessment of Student Learning
    6.1 The process for assessing student performance in the institute is reviewed annually by the academic director.
    6.2 Ensure that the assessment and assessment mechanisms for student performance are published in the course outline and are the responsibility of the program leaders.
    6.3 Teachers use grading schemes or tools for specific learning outcomes identified in course outlines to assess student learning.
    6.4 Provide students with the results of each assessment along with meaningful feedback within ten working days.
    6.5 Program work with professors or instructors to develop a formal process to review students’ overall performance in the program and submit them to the Academic Director for approval. At a minimum, the process requires submission of the names of identified at-risk students and cumulative student course grades for all students at the end of the semester.
    6.6 During a semester, the full-time student’s overall performance in the program of study is formally reviewed in accordance with approved procedures, and appropriate action is taken at least once per semester.
    6.7 Work with the Staff/Student Office to schedule and implement processes to oversee activities planned for students during final assessment week.
    6.8 At the end of the semester, the designator uses the institute grading system to convert student assessments into grades and submit the final grades on time to the Academic Director for validation using the Grade Reporting Form.
  7. Connected Policies:
    7.1 IM04-RHI-Student record and privacy policy
    7.2 RHI-Grading of Student Learning policy
    7.3 RHI-Academic Appeals Policy and Procedure.