Page 27 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Technological Education
THE ACHIEVEMENT CHART FOR TECHNOLOGICAL EDUCATION
The achievement chart that follows identifies four categories of knowledge and skills in technological education. The achievement chart is a standard province-wide guide to be used by teachers. It enables teachers to make judgements about student work that are based on clear performance standards and on a body of evidence collected over time.
The purpose of the achievement chart is to:
provide a common framework that encompasses all curriculum expectations for all courses outlined in this document;
guide the development of high-quality assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
assist teachers in providing meaningful feedback to students;
provide various categories and criteria with which to assess and evaluate students’ learning.
Categories of Knowledge and Skills
The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the subject expectations for any given course are organized. The four categories should be considered as interrelated, reflecting the wholeness and intercon- nectedness of learning.
The categories of knowledge and skills are described as follows:
Knowledge and Understanding. Subject-specific content acquired in each course (knowl- edge), and the comprehension of its meaning and significance (understanding).
Thinking. The use of critical and creative thinking skills and/or processes, as follows: planning skills (e.g., identifying the problem, selecting strategies and resources,
scheduling)
processing skills (e.g., analysing and interpreting information, reasoning, generat- ing and evaluating solutions, forming conclusions)
critical/creative thinking processes (e.g., problem-solving, design, and decision- making processes)
Communication. The conveying of meaning through various forms, as follows: oral (e.g., role play, discussion, presentation)
written (e.g., design briefs, work orders, technical reports)
visual (e.g., technical drawings, flow charts, graphics)
Application. The use of knowledge and skills to make connections within and between various contexts.
Teachers will ensure that student work is assessed and/or evaluated in a balanced man- ner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories.
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