Growing success: assessment, evaluation and reporting (Kindergarten to Grade 12)
Learn about Ontario’s policies for assessing, evaluating and reporting student achievement. Find updates and addenda to Growing Success policies.
About Growing Success for grades 1 to 12
Assessment, evaluation and reporting for students in grades 1 to 12 is based on the policies and practices described in Growing success: assessment, evaluation, and reporting in Ontario schools – first edition, covering grades 1 to 12.
Growing success aims to maintain high standards, improve student learning and benefit students, parents and teachers in elementary and secondary schools across the province.
Before you download this PDF
Growing Success was published in 2010 and continues to reflect ministry policies and practices. Several updates have been introduced since its initial release. These updates are not included in the PDF available for download. It remains available while it is undergoing a review to streamline information and improve usability. For updates since publication, please read the updates on this page.
Updates since 2010
- September 2026 — Mandatory assessment and evaluation requirements for students in grades 9 to 12
- September 2026 — Financial literacy graduation requirement
- September 2026 — Updated EQAO Grade 9 mathematics assessment
- September 2023 — Completing the provincial report cards: language, grades 1 to 8
- September 2020 — Completing the provincial report cards: mathematics, grades 1 to 8
September 2026 — Mandatory assessment and evaluation requirements for students in Grades 9 to 12
This update replaces the evaluation policy for courses in Grades 9 to 12 outlined in Chapter 5 of Growing Success (PDF), providing a consistent approach to assessment and evaluation.
Updated policy
Ontario’s mandatory assessment and evaluation requirements for secondary students are intended to provide a more consistent approach to assessment and evaluation for students in Grades 9 to 12, while continuing to support all students to reach their full potential, prepare students for their pathways after high school, and support student well-being.
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
The following table shows how the 20% final evaluations are broken down by subject.
| Subject | Grade 9 | Grade 10 |
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| N.A. | Grade 10 Career Studies (GLC2O) students only:
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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
The following table shows how the 25% final evaluations are broken down by subject.
| Subject | Grade 11 | Grade 12 |
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Note: NBE3U and NBE3C require a 25% written exam. |
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Courses exempt from mandatory written exams
The following courses are exempt from mandatory written exam policy:
- Grades 9 and 10 locally developed compulsory credit courses (LDCC)
- Grades 11 and 12 workplace preparation courses (E courses)
- Grades 11 and 12 open courses (O courses)
Subject areas exempt from mandatory written exams
- Guidance and Career Education, except for Grade 10 Career Studies (GLC2O)
- Co-operative Education
- Interdisciplinary Studies
- American Sign Language as a Second Language
These courses require a final evaluation (worth 20% for Grades 9-10 and worth 25% for Grades 11-12) that do not require mandatory written exams but may include in-class written evaluations or other final evaluations such as projects, presentations and portfolios.
Exams for remote learning and online courses offered through school boards will be written in person at each student’s home school location or another location if required, unless the school board is able to provide online proctoring with security and integrity.
Private schools and TVO’s Independent Learning Centre may continue to proctor exams online for students.
Attendance and participation
To recognize the impact that student presence in class has on achievement, final student grades will reflect attendance and participation. Excused absences do not negatively affect a student’s mark. Excused absences are absences from school that are permitted under legislation or school policy, as outlined in Ontario’s enrolment register instructions. These may include illness or other unavoidable circumstances, such as inclement weather or approved absences such as cultural days and holy days.
Assessment criteria for attendance and participation
Level 4 (80% to 100%)
The student misses 0.0% to 2.5% of classes for unexcused absences (approximately 2 or fewer classes per semester).
The student consistently:
- participates in class discussions and contributes ideas
- asks relevant questions
- respects the contributions of others and demonstrates positive leadership
- contributes to fostering a positive classroom culture
Level 3 (70% to 79%)
The student misses 2.5% to 5 % of classes for unexcused absences (approximately 2.5 to 4.5 classes per semester).
The student generally:
- participates in class discussions and contributes some ideas
- asks relevant questions
- respects the contributions of others
- contributes to fostering a positive classroom culture
Level 2 (60% to 69%)
The student misses 5% to 7.5 % of classes for unexcused absences (approximately 5 to 7 classes per semester).
The student occasionally:
- participates in class discussions and sometimes contributes ideas
- asks relevant questions
- respects the contributions of others
- contributes to fostering a positive classroom culture
Level 1 (50% to 59%)
The student misses 7.5% to 10% of classes for unexcused absences (approximately 7.5 to 9 classes per semester).
The student infrequently:
- participates in class discussions and rarely contributes ideas
- asks relevant questions
- respects the contributions of others
- contributes to fostering a positive classroom culture
Below level 1 (less than 50%)
The student misses more than 10% of classes for unexcused absences (more than 9 classes per semester).
The student does not:
- participate in class discussions or contribute ideas
- ask relevant questions
- respect the contributions of others
- contribute to fostering a positive classroom culture
September 2026 — Financial literacy graduation requirement
Starting in the 2026–2027 school year, students who entered Grade 9 in the 2025-26 school year and onwards must complete a financial literacy graduation requirement to earn their high school diploma.
Students will complete this requirement as part of their compulsory Grade 10 Career Studies course. The requirement consists of learning modules and assessment questions developed by TVO and provided to schools to administer. The Financial Literacy Graduation Requirement assesses core financial literacy concepts found in the Grades 1 to 9 curriculum and complements the Grade 10 Career Studies course.
To meet the requirement, students will have to earn a mark of 70% or higher on the financial literacy modules. This mark will make up 5% of their final mark in Grade 10 Career Studies. Once a student meets the graduation requirement, this will be recorded on the Ontario Student Transcript.
Students will have 2 attempts during the Grace 10 course to complete the requirement. For students requiring multiple attempts to meet the requirement, the highest attempt mark will be used as part of the final mark in Careers Studies.
Students who do not meet the requirement after the first attempt will have the opportunity to strengthen their learning by reviewing additional resources on TVO Learn, accessing available school supports and receiving educator support.
Students who do not meet the requirement after 2 in-course attempts can try to complete it the following semester by:
- re-attempting the modules outside of the course under the supervision of a designated staff member and achieving a mark of 70% or higher
- receiving additional instructional support prior to re-attempting the modules (for example, through student success, credit recovery model, tutoring supports, etc.) and achieving a mark of 70% or higher
- completing a set of financial literacy learning activities developed by TVO and administered by the school or TVO as an equivalency to the assessment (available starting in February 2027)
- meeting the requirement through an adjudication process (in extenuating circumstances, including students close to graduation)
Students who are unsuccessful in both Career Studies and the financial literacy graduation requirement may need to retake Career Studies. This provides 2 new opportunities to meet the requirement.
Students that have successfully met the requirement but were unsuccessful in Careers Studies do not need to repeat the requirement when re-attempting the course.
September 2026 — Updated EQAO Grade 9 mathematics assessment
This section replaces the policy described on page 93 in Appendix 1 of Growing Success (PDF).
Updated policy
The EQAO Grade 9 assessment of mathematics assesses the mathematics knowledge and skills students are expected to have learned by the end of the Ontario Curriculum: Mathematics, Grade 9, De-streamed (MTH1W), 2021. As such, the results of the EQAO Grade 9 assessment of mathematics are to be included in the final evaluation of the Grade 9 mathematics course. For the 2025-26 school year, the EQAO assessment must be weighted for at least 10% and up to a maximum of 30% of the final mark. Starting in the 2026-27 school year, the EQAO assessment will be weighted for 20% of the final mark.
September 2023 — Completing the provincial report cards: language, grades 1 to 8
This section updates the policy for reporting the achievement of students in elementary language to align with the revised language curriculum, The Ontario Curriculum: Language, Grades 1 to 8, 2023. It replaces the policy for language described on page 57 of Growing Success (PDF).
Updated policy
To foster a cohesive approach to both instruction and assessment across the elementary language curriculum, achievement in language will be reported as one overall grade or mark, with supporting comments.
Fill in the letter grade/percentage mark that best reflects the overall learning of the student in language in the column headed Report 1 or Report 2. When assigning a grade or mark, consider the student’s integrated learning across the strands in each reporting period.
Your comments:
- should describe significant strengths that the student demonstrates
- should identify next steps for improvement
- can describe growth in learning
- can refer to particular strands, and should include comments on the foundations of language, including reading and writing.
For more information on determining a grade or percentage mark for the report card, review pages 38 to 46 of Growing Success (PDF).
Find the revised report card templates on our Elementary and secondary report card templates page.
September 2020 — Completing the provincial report cards: mathematics, grades 1 to 8
This section updates the policy for reporting the achievement of students in elementary mathematics to align with the revised mathematics curriculum, The Ontario Curriculum: Mathematics, Grades 1 to 8, 2020. It replaces the policy for mathematics described on page 58 of Growing Success (PDF).
Updated policy
To foster a cohesive approach to both instruction and assessment across the elementary mathematics curriculum, achievement in mathematics will be reported as one overall grade/mark, with supporting comments.
Fill in the letter grade or percentage mark that best reflects the overall learning of the student in mathematics in the column headed report 1 or report 2. When assigning a grade or mark, consider the student's integrated learning across the strands you’ve taught in each reporting period.
Your comments:
- should describe significant strengths that the student demonstrates
- should identify next steps for improvement
- can describe growth in learning
- can refer to particular strands
For more information on determining a grade or percentage mark for the report card, review pages 38 to 46 of Growing Success (PDF).
Find the revised report card templates on our Elementary and secondary report card templates page.
Companion document: Kindergarten addendum (first issued September 2016)
This update describes Ontario’s policy for assessment, evaluation and reporting for kindergarten. It is an addition to Growing Success (PDF) and is similar to the Grades 1 to 12 policy. It is currently being updated to align with the content, philosophy and intent of The Ontario Curriculum, Kindergarten, 2026, a play- and inquiry-based program designed to be developmentally appropriate for young students.
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