BAF3M Grade 11 Financial Accounting Fundamentals Online Course

Financial Accounting Fundamentals

Since the over-riding aim of this course is to an accounting literacy in all students, a wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These include:

Assessment is a systematic process of collecting information or evidence about a student’s progress towards meeting the learning expectations. Assessment is embedded in the instructional activities throughout a unit. The expectations for the assessment tasks are clearly articulated and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course. The purpose of assessment is to gather the data or evidence and to provide meaningful feedback to the student about how to improve or sustain the performance in the course. Scaled criteria designed as rubrics are often used to help the student to recognize their level of achievement and to provide guidance on how to achieve the next level. Although assessment information can be gathered from a number of sources (the student himself, the student’s course mates, the teacher), evaluation is the responsibility of only the teacher. For evaluation is the process of making a judgment about the assessment information and determining the percentage grade or level.

Assessment is embedded within the instructional process throughout each unit rather than being an isolated event at the end. Often, the learning and assessment tasks are the same, with formative assessment provided throughout the unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.

The assessment will be based on the following processes that take place in the classroom:

A variety of strategies are used to allow students opportunities to attain the necessary skills for success in this course and at the post-secondary level of study. To facilitate learning, the teacher uses a variety of activities engaging the whole class, small groups, and individual students.

Some of the approaches to teaching/learning include

The final grade for this course will be determined as follows:

Beginning in the 2026-2027 school year, most secondary courses will require written exams as a percentage of the final course mark. All written final exams from Grades 9 to 12 will take place during the designated exam period, with the exception of the EQAO Grade 9 mathematics assessment.

In Grades 9 and 10, a student’s final mark will be based on:

• 65% classroom work completed throughout the course
• 20% mandatory final evaluations, broken down as described below
• 15% attendance and participation

In Grades 11 and 12, a student’s final mark will be based on:

– 65% classroom work completed throughout the course

– 25% mandatory final evaluations, broken down as described below

– 10% attendance and participation