Page 26 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

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GROWING SUCCESS | assessment, evaluation, and reporting in Ontario schools
THE ACHIEVEMENT CHART FOR THE ARTS: GRADES 1–8
Categories
Level 1
Level 2
Level 3
Level 4
Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content (e.g., facts, genres, terms, definitions, techniques, elements, principles, forms, structures, conventions)
demonstrates limited knowl- edge of content
demonstrates some knowledge of content
demonstrates considerable knowledge of content
demonstrates thorough knowl- edge of content
Understanding of content
(e.g., concepts, ideas, procedures, processes, themes, relationships among elements, informed opinions)
demonstrates limited under- standing of content
demonstrates some understand- ing of content
demonstrates considerable understanding of content
demonstrates thorough under- standing of content
Thinking – The use of critical and creative thinking skills and/or processes
The student:
Use of planning skills (e.g., formu- lating questions, generating ideas, gathering information, focusing research, outlining, organizing an arts presentation or project, brain- storming/bodystorming, blocking, sketching, using visual organizers, listing goals in a rehearsal log, inventing notation)
uses planning skills with limited effectiveness
uses planning skills with some effectiveness
uses planning skills with considerable effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills (e.g., analysing, evaluating, inferring, interpreting, editing, revising, refining, forming conclusions, detecting bias, synthesizing)
uses processing skills with limited effectiveness
uses processing skills with some effectiveness
uses processing skills with considerable effectiveness
uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes (e.g., creative and analytical processes, design process, exploration of the elements, problem solving, reflection, elaboration, oral discourse, evaluation, critical literacy, metacog- nition, invention, critiquing, reviewing)
uses critical/ creative thinking processes with limited effectiveness
uses critical/ creative thinking processes with some effectiveness
uses critical/ creative thinking processes with considerable effectiveness
uses critical/ creative thinking processes with
a high degree
of effectiveness
PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART