Academic Assessment Policy

PURPOSE

The Academic Assessment Policy at Canadian All Care College promotes transparency, alignment with academic learning outcomes, and appropriate assessment methods for each student. The policy recognizes that students have diverse backgrounds, including prior knowledge, cultural experience, and cognitive styles, which may influence their learning and assessment needs. The following principles guide the implementation of this policy:

Transparency
Alignment with Learning Outcomes
Individualized Approach
Fairness
Constructive Feedback
Meaningful Assessment

By adhering to these principles, the Academic Assessment Policy at Canadian All Care College aims to ensure that assessments are conducted fairly, constructively, and meaningfully, fostering an environment conducive to student learning and growth.

SCOPE

This policy relates to all College students and staff, especially those involved with student assessment.

DEFINITIONS

Bias: Prejudice in favour of or against one thing, person, or group compared with another, usually in a way considered unfair.

PRINCIPLES

Assessing and evaluating student work in academic programs are crucial in providing students with ongoing and meaningful feedback on their progress and development. The College recognizes the importance of this feedback in supporting students’ learning and growth. The following key principles are followed to ensure a fair assessment process that aligns with the learning outcomes mentioned in the curriculum:

Ongoing Feedback: Assessments provide students with regular feedback on their performance, allowing them to understand their strengths and areas for improvement. This feedback can take various forms, such as written comments, verbal discussions, or rubrics, and it helps students gauge their progress and make necessary adjustments.
Fairness and Unbiased Treatment: The College is committed to ensuring that students are assessed fairly and unbiasedly. Assessment criteria and procedures are designed to minimize any potential bias or discrimination. Students are evaluated solely based on their demonstrated knowledge, skills, and abilities relevant to the learning outcomes, without any influence from irrelevant factors such as personal characteristics or background.
Alignment with Learning Outcomes: Assessments are closely aligned with the learning outcomes outlined in the curriculum. This ensures the assessments accurately measure students’ attainment of the knowledge, skills, and competencies specified for the program or course. By aligning assessments with the learning outcomes, the College ensures that students’ progress is assessed to reflect the intended educational goals.
Measuring Learning Outcomes: Assessments are designed to measure students’ achievement of the learning outcomes. This involves creating assessment tasks, such as assignments, projects, exams, or presentations, that directly assess the knowledge and skills outlined in the curriculum. By measuring the learning outcomes, assessments clearly indicate students’ progress and development in their academic journey.

By upholding these principles, the College strives to maintain a fair and robust assessment process that provides students with meaningful feedback and ensures that their assessments align with the intended learning outcomes. This commitment supports students’ academic pursuits and promotes overall success and development.

GRADING AND ASSESSMENTS

Canadian All Care College’s grading and assessment process is transparent and communicated to students through course outlines/timetables. These documents provide detailed information about the methods of evaluation used in each course. While the specific details may vary between courses, the following elements are typically included:

Number and Types of Assessments: The course outline specifies the number and types of assessments used to evaluate student performance. This may include assignments, projects, examinations, quizzes, presentations, group work, or any other assessment form deemed appropriate for the course.
Mandatory Assignments, Projects, and Examinations: The course outline outlines the mandatory assessments that students must complete to obtain a passing grade. These assessments are essential for assessing students’ understanding and mastery of the course material.
Relative Weight of Assessments: The course outline indicates the relative weight or importance assigned to each assessment component. This gives students an understanding of how much each assessment contributes to their overall grade in the course. For example, an examination may be worth 40% of the total grade, while assignments and projects may account for 60%.
Scheduled Assessment Dates: The course outline includes the scheduled dates for each assessment, ensuring that students know when they are expected to complete and submit their work. This helps students plan their study and assignment submission accordingly.

Canadian All Care College ensures transparency and clarity regarding the evaluation process by providing students with course outlines/timetables that include these assessment details. Students clearly understand the expectations, requirements, and weightage of assessments, which facilitates their planning and preparation for successful completion of the course.

ASSESSMENTS MUST BE LINKED TO COURSE LEARNING OUTCOMES

Canadian All Care College assessments are designed to be closely linked to the course learning outcomes. The assessments are categorized into three areas: Academic, Simulated, and Clinical practicum. The goal is to ensure that students’ performance is evaluated comprehensively and holistically, encompassing various aspects of their learning.

Academic Assessments: These assessments focus on evaluating students’ understanding and knowledge of the theoretical concepts covered in the course. They may include assignments, exams, quizzes, research papers, or other similar academic tasks. The academic assessments are aligned with the course learning outcomes to measure students’ mastery of the subject matter.
Simulated Assessments: Simulated assessments allow students to apply their knowledge and skills in simulated or controlled environments that mirror real-world scenarios. These assessments may involve case studies, role plays, simulations, or practical exercises. They are designed to assess students’ ability to transfer their theoretical knowledge into practical contexts and demonstrate their competency.
Clinical Practicum Assessments: Clinical practicum assessments are conducted during students’ practical placements or clinical experiences. These assessments evaluate students’ performance in real healthcare settings, such as hospitals, clinics, or healthcare facilities. They assess students’ professional skills, application of knowledge, critical thinking abilities, and adherence to ethical and professional standards.

Unannounced assessments may be used to provide formative feedback to students. These assessments are not included in the course outline and are intended to offer students insights into their progress and areas for improvement. However, they do not contribute to calculating the final course grade.

If bonus marks are offered in a course, they must be included in the course outline. The maximum bonus mark allowed is 3% of the final grades and must be available to all students. This ensures fairness and transparency in the assessment process.

By linking assessments to the course learning outcomes and incorporating various assessments in different areas, Canadian All Care College aims to provide a comprehensive and well-rounded evaluation of students’ knowledge, skills, and abilities in academic, simulated, and clinical settings.

REVIEWING ASSESSMENTS

Canadian All Care College, every student is allowed to review their assessments after they have been graded. This process ensures transparency and allows students to understand how their work was evaluated. The following rights are afforded to students regarding the review of their assessments:

Right to Review: Once an assessment has been graded, the student can review it initially. This means that they can access and examine their graded work to understand how their performance was evaluated.
Appeal Process: If a student is unsatisfied with their grade on an assessment, they have the right to appeal. The appeal process gives students a formal mechanism to challenge their grades and seek a review of their work. This process is intended to address situations where students believe there may have been an error in the grading or if they have valid concerns about the assessment process.

The details of the review and appeal processes, including the steps to be followed and the timeline for submitting appeals, may be outlined in the College’s policies or procedures. It is recommended that students familiarize themselves with these policies and procedures to understand their rights and the steps involved in initiating a review or appeal.

Canadian All Care College aims to ensure fairness, transparency, and accountability in the assessment process by allowing students to review their assessments and the right to appeal grades. These mechanisms empower students to actively engage with their evaluations and seek resolution if they have legitimate concerns about grading their work.

ASSESSMENTS TAKEN FROM DIGITAL LEARNING MATERIALS

Assessments using digital learning materials should conform to the College’s Assessment Policies and Values.

ASSESSMENT EQUITY

The College is committed to the equitable assessment of student learning that is fair and transparent, ensuring students are treated respectfully and impartially. This includes students who require academic accommodations under the College Assessment and Accommodation Policy.

ASSESSMENT ACCOMMODATION

Individuals will be provided appropriate accommodation to attain an equal assessment opportunity available to other students: extra time during exams for students with disabilities.

ASSESSMENT ATTENDANCE

Students must attend scheduled examinations, class tests, and quizzes for academic, simulated, and clinical practicum. In exceptional circumstances, alternative arrangements may be negotiated through the Front Desk. Participating in family holidays, for example, will not be accepted as an exceptional circumstance.

MISCONDUCT AND PLAGIARISM

If it is suspected that a student’s work is not their own, the teaching staff will investigate this, including checking the internet. If misconduct or plagiarism is suspected, a mark of zero is applied.

All work in each assessment task must be the student’s work. Students are not permitted to submit for marking, as original, any work which contains identical or similar material to the creation of another person (e.g., another student, a parent, a tutor) or equivalent or similar material to a published work unless the source is acknowledged in referencing or footnotes.

Students must not cheat (i.e., engage in a dishonest act to gain an unfair advantage). If a student is believed to have engaged in cheating, collusion, or plagiarism, the teacher will refer the matter to the Academic Manager for further action. Suppose it is demonstrated beyond a reasonable doubt that a student has cheated, conspired, or plagiarised. In that case, the student will receive a zero for the part of the assessment task where the teacher can identify that it has been copied or plagiarised.

ASSESSMENT AND ASSIGNMENT PROCEDURE

The following conditions apply to all examinations, class tests, quizzes, and assignments:

Students must attend the College for all examinations and academic, simulated, and clinical practicum as scheduled by the College.

The student’s responsibility is to ensure they have all the equipment necessary to complete their examinations, class tests, and quizzes. Unfortunately, the College will not generally be able to provide equipment for the students.

Once in the exam room, all students must observe silence. Sharing information and material is not allowed during examinations.

Mobile phones, calculators, iPads, laptops, or other electronic equipment are prohibited in the exam room unless specified otherwise. All electronic equipment must be handed to the teacher before commencing the examination, class tests, and quizzes. If this is not done and a student is found possessing any such equipment, they may be removed from the exam room and awarded a mark of zero for the exam.

Unauthorized materials (textbooks, reference materials, and course notes) are not allowed into the exam room. If unsure, hand all personal items to the teacher before the commencement of examinations, class tests, and quizzes. If found possessing unauthorized materials, a student may be removed from the exam room and awarded a zero mark.

All students must remain in the exam room until the completion of the examinations and obey the instructors’ directions.

If you are ill on the day of an examination, contact the College immediately and then arrange a doctor’s appointment to get a medical document that must be handed to the Admin Coordinator when you next attend College.

No communication is allowed among students throughout the examinations, tests, and quizzes. Failure to comply may mean removal from the room and a zero mark for the examinations, class tests, and quizzes.

Grading Scale

90% – 100% A

80% – 89% B

70% – 79% C

60% – 69% D

Below 60% F

Passing Score: Students must pass with a minimum grade of 70% on each module.

REWRITE ASSESSMENTS

Students of all programs can rewrite their assessments for a second time if they cannot get an overall mark of 70% in the module.

For exam rewrites, the maximum mark that can be attained within the second rewrite is up to 70%. If a student fails, they must meet with the instructor(s) to determine the reasons for the failing grades and develop a remedial plan. A student absent for a quiz, exam, or in-class assignment without sufficient justification will receive a grade of zero.

All rewrite exams must be marked as “Rewrite” and can only be kept for a maximum of 70%.

If the student fails the second rewrite, the student WILL NOT be permitted any other rewrite privileges. The student must re-register as a new student as allowed in the CACC re-admission policy for the entire program.

NACC Programs

For NACC-based programs, students are required to adhere to the regulations set by NACC:

A student who fails to pass the PSW/ECA module examination and rewrites must submit a remediation plan to the instructor/Academic Manager.

NACC Programs (NACC PSW DE 2022 and ECA) Modules Assessments

As mentioned in the updated NACC 2022 standards:

NACC’s minimum passing grade is 70% in all the module activities (assignments and tests). Under no circumstance, module tests will be returned to the students after being marked by the instructors. Instead, instructors will review the correct answers in class.

A student who misses a test will automatically receive a grade of zero. Instructors may allow challenging a make-up test when students provide acceptable documentation (i.e., medical notes or doctor’s certificate). All NACC makeup tests must be written outside of the regular class schedule. When attempting to redo tests, instructors will ensure that students challenge the rewritten version of the test.

The maximum mark students can achieve for a redo module activity is 70%. A student who fails the rewrite must repeat the module without any exceptions. The maximum number of module redos a student can challenge is three, with up to one redo in one module.

NACC EXAM:
All students must pass the NACC final examination to be eligible to graduate from any NACC program. The final exam can only be challenged after successful completion of the module, test, and practicum portion of the program. The passing mark of the exam is 65%.
Students can attempt the NACC final exam three times within a year after completing their program. If a student fails the final examination two times, the student must complete a training plan before the third rewrite attempt. The training plan will be reviewed and approved by the College Academic Manager.
If a student fails the third attempt, the student WILL NOT be permitted any further rewrite privileges. Instead, the student must re-register as a new student as allowed in the CACC re-admission policy for the entire program, complete the program in full and attempt the NACC exam again.
OSAP: Following each failed attempt, CACC will issue a Student Activity Update Form (SAUF) filled and submitted to the Career College of Ontario (CCO), as per the guidelines set by the Ministry of Colleges and Universities (MCU).

SUBMITTING ASSIGNMENTS

Assignments

The course outline/Timetable will include all assignments distributed to students at the beginning of each module to help students organize their time effectively. All assignments must be written under the guidelines and direction of the teacher. Once the assignments are marked, instructors shall:

Comment in writing on the deficient parts of the written assignment.
Assignments are scored based on rubrics provided to students.

All rewrite assignments must be marked as “Rewrite” and can only be kept for a maximum of 70%

ELECTRONIC SUBMISSION

Where electronic submission of assignments is required, the student must ensure that the instructor has received the assignment by the established due date.

LATE ASSIGNMENTS

Students must submit the assignments on the due date to receive full credit. The following scale will determine the penalty for unexcused late assignments:

Based on the discretion of the instructor, will reduce the assigned percentage by one-third for each day, percentage accordingly, e.g., “90” to “87′′.

Besides, instructors can implement late assignment guidelines for their courses.

EXTENSIONS ON ASSIGNMENTS

Instructors are not allowed to accept assignments after the due date. Each course outline will stipulate penalties for late assignments and attendance expectations. The following procedure will be followed for students requesting extensions:

If a student cannot complete any or all course assignments by the due date, the student may appeal to the instructor in writing for an extension.
The instructor will grant extensions only when the student faces a circumstance beyond their control (e.g., hospitalization, illness documented by a note from a doctor, etc.). “Poor time management” is not considered an exceptional circumstance.

If an extension is granted, all work for the course will be due with a new deadline.

ASSESSMENT ACCOMMODATION FOR DISABLED STUDENTS

The Academic Manager determines a student’s eligibility for accommodations provided the student notifies the College within five days after registration in writing. Since the Campus Manager is not a trained medical professional, the student must provide the following documents to support the eligibility criteria for academic accommodation: A Doctors’ certificate is required to establish a physical disability. In addition, an assessment from a trained professional is needed, or an IEP for learning disabilities.

The Academic Manager may approve or deny the application for accommodation based on the evidence provided with the accommodation application. In case of a denial, the student can appeal the decision. See below the appeal process.

If a student does not have an IEP plan, then College will appoint an IEP Committee comprised of the following members to devise a plan for the student:

The student
The Academic Manager
The instructor
Academic coordinators.

In the case of learning disabilities, the person is providing the psychoeducational assessment report.

The IEP is implemented immediately after the student and Academic Manager sign the plan.

The instructor does not determine academic accommodations. However, as noted above, the instructor may participate in the Committee to arrive at an acceptable decision for an accommodation request to ensure equity in the essential learning outcomes of a course.

The learning plan will be filed in the student’s file and shared with all professors, lab supervisors, and preceptors responsible for the student training, and they must adhere to the Student Records Policy.

Please see CACC’s “Disability Accommodations & Accessible Learning Service Policy” for more information.

GRADE APPEAL PROCESS

Students have the right to fair and equitable procedures for matters that affect their academic standing through the Academic Grade Appeal Process. Students requesting a grade change due to perceived non-compliance must follow the Academic Appeal Policy guidelines.

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Student Testimonials

Anitha Boronikal

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Medical Esthetics

“I chose the Medical Esthetics program because I wanted to express my creativity and passion for cosmetics. Everyday is a new learning experience with lots of hands-on practice. The instructors are very helpful and knowledgeable when it comes to teaching us about a variety of topics whether it be make-up, skin care or hair care. ”

Rui Wang

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Medical Esthetics

"Canadian All Care College provides a diverse learning environment with the latest equipment that a Medical Esthetics student needs to know about. I have been able to gain lots of new hands-on experience and knowledge that would not get from a text book. "

Shuhuan Cheng

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Medical Esthetics

“The Medical Esthetics program at CACC is a dynamic learning experience that covers everything a budding Esthetician should know. We get to prepare for many different types of real-world scenarios that we would face. with the encouragement of my instructor, I feel confident in my abilities as a new Esthetician.”

Edchelyn Frane

Accounting, Payroll, and Business Administrator

“I recently completed the Accounting, Payroll and Business Administration Program at Canadian All Care College. The program covers a vast plethora of subjects that anyone in this field would need to study in order to enter the workforce. My studies at CACC were greatly aided by the learned instructors who were always happy to share their knowledge on various topics. I thank CACC for helping me start my journey as an Accounting and Payroll professional.”

Meibi Yao

Accounting, Payroll, and Business Administrator

“My name is Meibi Yao and I completed the Accounting and Payroll program with Canadian All Care College in 2023. Even though the program is long and detailed, I found that my instructor and the admin staff is very supportive in encouraging us to excel. Since completing the program, I have been cleared the NACC exam from the knowledge given to us by the college and have been able to secure a job at (). Thank you CACC for motivating me throughout my journey.”

Ma Linda Bunda

Food Service Worker

“I recently completed the Food Service Worker program at Canadian All Care College. I am extremely glad that I was able to secure a job at Runnymede Healthcare Centre after completing my placement with the college. CACC taught me valuable practical skills and knowledge that comes in handy everyday at my new position. Thank you to the staff and instructors at CACC!”

Hira Qaiser

Personal Support Worker

“My name is Hira Qaiser, I recently graduated from the Personal Support Worker Program at Canadian All Care College. My journey at CACC was greatly aided by the instructors and admin staff. I was able to complete my placement at a Yee Hong Long Term Care Centre where I put all the theocratical knowledge to use and learned many new skills that help me in my new job. Since completing the program, I have cleared the NACC exam and I am currently working at a Long-Term Care Home and plan to grow and learn in the future. Thank you to CACC for the invaluable experience!"

Vinsy Plakkal Viswambharan

Community Service Worker

“Hi, I have recently graduated from the Community Service Worker Program at Canadian All Care College- Scarborough Campus. It is a lengthy and broad program that covers a variety of different Modules which allowed me to gain knowledge about the plethora of topics. I was able to interact and connect with a diverse group of people who have aided me in my journey into the Community Work Field. I'd like to tell all of the incoming and future students. "Trust the Process", its a long but exciting road Ahead!"