DOUGLAS COLLEGE

ARCHIVES

 

 

 

 

Physical Plant & Site Services.

POSTAGE: Departments should plan their use
of the mail. Picking up mail or doubling
up on mailings will save money. Employees
should ulso consider using second or third
class mailings rather than first, as the
time delay in most cases is not signifi-
cant.

Bill Day

 

ANECDOTAL GRADING SYSTEM

The following policy was approved by the
Educational Policy & Planning Committee at
its last meeting prior to the summer break.
It is being printed in the Mad Hatter at
this time for the information of all per-
sonnel, but particularly for faculty as we
move into the new semester.

The policy was originated by Gladys Klassen,
of the Educational & Student Services Divi-
sion; all questions may be directed to
Gladys, or to Gerry DellaMattia.

ALTERNATIVE LEARNING AND EVALUATION
PROCEDURES:

Note: This is the formalization, as policy,
of special, individualized arrange-
ments that have been made in the
past.

POLLEY:

A. That the delivery of course content and
testing procedures be altered for stu-
dents with special needs when the handi-
capping condition inhibits the student
from acquiring or expressing information
through normal classroom procedures.
(See Appendix A)

. That a contract be established and an
anecdotal grading system be implemented
when alternate classroom procedures are
not sufficient for a student.

(See Appendix B).

 

MAD HATTER PAGE 3

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APPENDIX A:

Most students with special needs will be
able to complete all course objectives and |
class assignments and will be able to be
evaluatec under normal grading procedures.
For these s.udents, the course will not be
modified; the difference is the way the
student meets the course requirements.

|
Examples:
|

1]. A student with a visual impairment will
likely complete all assignments orally
or on tape recorder.

|
|
. A student with arthritis in the arm or |
coordination problem will need extra
time to write an exam. This disability
will also affect note-taking and com-
pleting assignments.

 

. A specific learning disability which in-
hibits a student from learning and ex-
pressing acquired information through
normal modalities.
ual perception affects spelling, copy
skills, essay printing (performance)
and overall literacy level.

APPENDIX B:

There will be some students with handicap-
ping conditions that will not be able to
meet all course requirements even with
classroom procedural alterations. In these
cases, the disability inhibits (may even
prohibit) the student from expressing ac-
quired knowledge through written or manual
formats.

Examples:

1. A student with a learning disability or
a learning impairment will have diffi-
culty in a writing or English course
that has a written skill level as a

course objective.

 

A disability of vse

 

. Disabilities involving visual impair-
ments, motor dexterity, or nhysical mo-
bility will inhibit the student from
completing experiments in a course with
a lab component.

In these situations, the student will be
able to comprehend the concepts of the
course content, but will be unable to ex-