Page 53 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

• use of conventions (e.g., style and format for résumés, online communications, journals, telephone calls), vocabulary, and terminology of the discipline/sector/workplace in oral, visual, and/or written forms
Application
• application of knowledge and skills (e.g., education and career/life planning, goal setting; health, safety, and well-being; use of technology) in familiar contexts
• transfer of knowledge and skills (e.g., skills in interpersonal relations, learning skills, education and career/life planning; use of specialized equipment, techniques) to new contexts (e.g., refining and extending skills in a cooperative education placement)
• making connections within and between various contexts (e.g., within and between courses and disciplines; between learning in school and learning in the community component of the cooperative education experience; between learning in cooperative education, personal experiences, and future opportunities)
“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.
Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent courses.
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the course.
Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”.
ASSESSMENT, EVALUATION, AND REPORTING OF STUDENT ACHIEVEMENT
51