Page 31 - The Ontario Curriculum, Grades 11 and 12: Mathematics, 2007

Categories
50−59% (Level 1)
60−69% (Level 2)
70−79% (Level 3)
80−100% (Level 4)
Communication – The conveying of meaning through various forms
The student:
Expression and organiza- tion of ideas and mathe- matical thinking (e.g., clarity of expression, logical organization), using oral, visual, and written forms (e.g., pictorial,graphic, dynamic, numeric, algebraic forms; concrete materials)
expresses and organizes mathe- matical thinking with limited effectiveness
expresses and organizes mathe- matical thinking with some effectiveness
expresses and organizes mathe- matical thinking with considerable effectiveness
expresses and organizes mathe- matical thinking with a high degree of effec- tiveness
Communication for different audiences (e.g., peers, teachers) and purposes (e.g., to present data, justify a solution, express a mathematical argument) in oral, visual, and written forms
communicates for different audiences and purposes with limited effec- tiveness
communicates for different audiences and purposes with some effectiveness
communicates for different audiences and purposes with considerable effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions, vocabulary, and termino- logy of the discipline (e.g., terms, symbols) in oral, visual, and written forms
uses conventions, vocabulary, and terminology of the discipline with limited effectiveness
uses conventions, vocabulary, and terminology of the discipline with some effectiveness
uses conventions, vocabulary, and terminology of the discipline with considerable 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
The student:
Application of knowledge and skills in familiar con- texts
applies knowledge and skills in familiar contexts with lim- ited effectiveness
applies knowledge and skills in familiar contexts with some effectiveness
applies knowledge and skills in familiar contexts with considerable effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills to new contexts
transfers knowl- edge and skills to new contexts with limited effectiveness
transfers knowl- edge and skills to new contexts with some effectiveness
transfers knowl- edge and skills
to new contexts with considerable effectiveness
transfers knowl- edge and skills
to new contexts with a high degree of effectiveness
Making connections within and between various con- texts (e.g.,connections between concepts, represen- tations, and forms within mathematics; connections involving use of prior knowl- edge and experience; con- nections between mathe- matics, other disciplines, and the real world)
makes connections within and between various contexts with limited effectiveness
makes connections within and between various contexts with some effectiveness
makes connections within and between various contexts with considerable effectiveness
makes connections within and between various contexts with a high degree of effectiveness
ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT
Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
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