Page 31 - Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. First Edition, Covering Grades 1 to 12. 2010

CHAPTER 3 | performance standards – the achievement chart
25
Categories
Expression and organization of ideas and information (e.g., clear expression, logical organi- zation) in oral, graphic, and written forms, including media forms
Communication for different audiences
and purposes (e.g., use
of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms
Use of conventions (e.g., grammar, spelling, punctu- ation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms
50–59% (Level 1)
communicates for different audiences and purposes with limited effectiveness
uses conventions, vocabulary, and terminology of the discipline with limited effectiveness
60–69% (Level 2)
expresses and organizes ideas and information with some effectiveness
communicates for different audiences and purposes with some effectiveness
uses conventions, vocabulary, and terminology of the discipline with some effectiveness
70–79% (Level 3)
expresses and organizes ideas and information with considerable effectiveness
communicates for different audiences and purposes with considerable effectiveness
uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness
80–100% (Level 4)
Communication – The conveying of meaning through various forms
The student:
expresses and organizes ideas and information with limited effectiveness
expresses and organizes ideas and information with a high degree of effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
Application of knowledge and skills (e.g., literacy strategies and processes; literary terminology, con- cepts, and theories) in familiar contexts
Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, con- cepts, and theories) to new contexts
Making connections within and between vari- ous contexts (e.g., between the text and personal knowledge and experience, other texts, and the world outside school)
The student:
applies knowledge and skills in familiar contexts with lim- ited effectiveness
transfers knowl- edge and skills to new contexts with limited effectiveness
makes connections within and between various contexts with limited effectiveness
applies knowledge and skills in familiar contexts with some effectiveness
transfers knowl- edge and skills to new contexts with some effectiveness
makes connections within and between various contexts with some effectiveness
applies knowledge and skills in familiar contexts with considerable effectiveness
transfers knowl- edge and skills
to new contexts with considerable effectiveness
makes connections within and between various contexts with considerable effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
transfers knowl- edge and skills
to new contexts with a high degree of effectiveness
makes connections within and between various contexts with a high degree of effectiveness
PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART
3