Page 34 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Thinking
• use of planning skills (e.g., establishing a focus; setting goals; generating ideas; formulating questions; gathering information; organizing information and ideas; selecting and using strategies and resources)
• use of processing skills (e.g., analysing; inferring; predicting; summarizing; revising and restructuring; integrating; interpreting; evaluating; detecting bias)
• use of critical/creative thinking processes (e.g., reasoning; critical literacy; analytical, metacognitive, inquiry, problem-solving, and decision-making processes; critiquing)
Communication
• organization and expression of ideas and information (e.g., logical organization, clear expression) in oral, graphic/visual, and/or written forms
• communication for different audiences (e.g., use of the target language in socially and culturally appropriate ways) and purposes (e.g., to interact, collaborate; to inform, instruct; to entertain, perform; to persuade; to express feelings and ideas; to solve problems) in oral, graphic/visual, and/or written forms
• use of conventions (e.g., language structures, spelling, punctuation, elements of style and usage), vocabulary, and terminology of the discipline in oral, graphic/ visual, and/or written forms (e.g., in contextualized situations)
Application
• application of knowledge and skills (e.g., language-learning strategies, translation skills, derivative identification skills, cultural knowledge) in familiar contexts
• transfer of knowledge and skills (e.g., language-learning strategies, cultural knowledge) to new contexts (e.g., authentic classroom scenarios)
• making connections within and between various contexts (e.g., between personal, social, global, cultural, historical, and/or environmental contexts; between the language of study and other languages; between languages and other subjects)
“Descriptors” indicate the characteristics of the student’s performance, with respect to
a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.
Levels of Achievement
The achievement chart also identifies four levels of achievement, defined as follows:
Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving in specific areas, as necessary, if they are to be successful in a course in the next grade.
Level 2 represents achievement that approaches the standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.
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