Page 30 - 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
ACHIEVEMENT CHART: ENGLISH, GRADES 9 –12
Categories
50–59% (Level 1)
60–69% (Level 2)
70–79% (Level 3)
80–100% (Level 4)
Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)
The student:
Knowledge of content
(e.g., forms of text; strategies used when listening and speaking, reading, writing, and viewing and representing; elements of style; literary terminology, concepts,
and theories; language 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; opinions; relationships among facts, ideas, concepts, themes)
demonstrates limited under- standing of content
demonstrates some under- standing 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., generating ideas, gathering information,
focusing research, organizing information)
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., drawing inferences, interpreting, analysing, synthesizing, evaluating)
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., oral discourse,
research, critical analysis, critical literacy, metacognition, creative process)
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