Page 43 - Science - Grade 9, DE-STREAMED COURSE (SNC1W)

Criteria and Descriptors for Grade 9 Science
To guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.
A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the knowledge and skills that define the category. The criteria identify the aspects of student performance that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the Grade 9 science course, the criteria for each category are as follows:
Knowledge and Understanding
• knowledge of content (e.g., facts, terminology, definitions)
• understandingofcontent(e.g.,concepts,ideas,theories,principles,procedures,processes)
Thinking and Investigation
• use of initiating and planning skills and strategies (e.g., formulating questions, identifying problems, developing hypotheses, scheduling, selecting strategies and resources, developing plans)
• use of processing skills and strategies (e.g., performing and recording; gathering evidence and data; examining different points of view; selecting tools, equipment, materials, and technology; observing; manipulating materials; proving)
• use of critical/creative thinking processes, skills, and strategies (e.g., analysing, interpreting, problem solving, evaluating, forming and justifying conclusions on the basis of evidence, developing solutions, considering diverse perspectives)
Communication
• expression and organization of ideas and information in oral, visual, and/or written forms (e.g., diagrams, models, articles, project journals, reports)
• communication for different audiences (e.g., peers, adults, community members) and purposes (e.g., to inform, to persuade) in oral, visual, and/or written forms
• use of conventions, vocabulary, and terminology of the discipline in oral, visual, and written forms (e.g., symbols, formulas, International System of Units)
Application
• application of knowledge and skills (e.g., concepts and processes; procedures related to the safe use of tools, equipment, materials, and technology; investigation skills) in familiar contexts
• transfer of knowledge and skills (e.g., concepts and processes, safe use of equipment and technology, investigation skills) to new contexts
• making connections within and between various contexts (e.g., connections between sciences; connections to everyday and real-life situations; connections among concepts within science;
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