Grow Success Assessment, Evaluation, and Reporting in Ontario Schools PDF

 CONTENTS Introduction 1 1. Fundamental Principles 5 2. Learning Skills and Work Habits in Grades 1 to 1...

 CONTENTS Introduction 1 1. Fundamental Principles 5 2. Learning Skills and Work Habits in Grades 1 to 12 9 3. Performance Standards – The Achievement Chart 15 4. Assessment for Learning and as Learning 27 5. Evaluation 37 6. Reporting Student Achievement 47 7. Students With Special Education Needs: Modifications, Accommodations, and Alternative Programs 69 8. English Language Learners: Modifications and Accommodations 75 9. E-Learning 79 CONTENTS 10. Credit Recovery 83 Appendix 1: Large-Scale Assessments 91 Appendix 2: Progress Report Card and Provincial Report Card Templates 97 Appendix 3: Resources for Particular Policy and Program Areas 139 Glossary 143 References 157 Une publication équivalente est disponible en français sous le titre suivant : Faire croître le succès : Évaluation et communication du rendement des élèves fréquentant les écoles de l’Ontario. Première édition, 1 re – 12 e année. 2010. This publication is available on the Ministry of Education’s website, at http://www.edu.gov.on.ca.  1 INTRODUCTION This document supersedes the sections outlining assessment, evaluation, and reporting policy in The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 and in curriculum policy documents for Grades 1 to 8, Grades 9 and 10, and Grades 11 and 12 published before the release of this document, with the following exception: The achievement charts in all current curriculum policy documents remain in effect. This document also supersedes the following documents and memoranda: Guide to the Provincial Report Card, Grades 1–8, 1998 (as updated on the ministry website on September 5, 2000) Guide to the Provincial Report Card, Grades 9–12, 1999 Deputy Minister’s Memorandum dated September 5, 2000: “Changes in Reporting the Strands of Mathematics on the Elementary Report Card” Directors’ Memorandum, Curriculum and Assessment Policy Branch and French Language Education Policy and Program Branch, dated May 24, 2006: “Revision to Provincial Report Card, Grades 9–12: The Expansion of Eligible Courses Recognized as Compulsory for the OSSD” Acting Director’s Memorandum, Curriculum and Assessment Policy Branch, dated June 22, 2006: INTRODUCTION “Release of Revised Grades 1–8, Language, 2006, Curriculum Policy Document” Beginning in September 2010, assessment, evaluation, and reporting in Ontario schools will be based on the policies and practices described in this document. The present edition of this document includes all relevant and final information pertaining to Grades 1 to 12. A forthcoming edition, planned for release in 2011, will complete the document, including information pertaining to the curriculum for the new full-day Kindergarten program (planned for release in 2011). The Ontario government is committed to enabling all students to reach their potential, and to succeed. Our challenge is that every student is unique and each must have opportunities to achieve success according to his or her own interests, abilities, and goals. We have defined high expectations and standards for graduation, while introducing a range of options that allow students to learn in ways that suit them best and enable them to earn their diplomas. We are proud that our students regularly place among the world’s best on international standardized tests. 2 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools The Ministry of Education’s assessment, evaluation, and reporting policy has evolved significantly over the course of the last decade. Previously, aspects of the policy appeared in a number of documents and were not fully aligned across the elementary and secondary panels. In addition, stakeholders often expressed concerns about unevenness in the way the policies were being implemented among boards and schools. The present document updates, clarifies, coordinates, and consolidates the various aspects of the policy, with the aim of maintaining high standards, improving student learning, and benefiting students, parents,1 and teachers in elementary and secondary schools across the province. The document is intended to ensure that policy is clear, consistent, and well aligned across panels and across school boards and schools, and that every student in the system benefits from the same high-quality process for assessing, evaluating, and reporting achievement. This document, in its forthcoming final edition, will outline a comprehensive policy for the assessment, evaluation, and reporting of student achievement in Ontario schools, from Kindergarten to Grade 12. The policy is based on seven fundamental principles, the first of which tells us that assessment, evaluation, and reporting practices and procedures must be fair, transparent, and equitable for all students. At the same time, students and parents need to know that evaluations are based on evidence of student learning and that there is consistency in the way grades are assigned across schools and boards throughout the province. With this knowledge, students can have confidence in the information they use to make decisions about secondary pathways and postsecondary opportunities. INTRODUCTION The policy outlined in this document is designed to move us closer to fairness, transparency, and equity, as well as consistent practice. Successful implementation of policy depends on the professional judgement of educators at all levels, as well as on educators’ ability to work together and to build trust and confidence among parents and students. It depends on the continuing efforts of strong and energized professional learning communities to clarify and share their understanding of policy and to develop and share effective implementation practices. It depends on creative and judicious differentiation in instruction and assessment to meet the needs of all students, and on strong and committed leadership from school and system leaders, who coordinate, support, and guide the work of teachers. Recognizing that the needs and circumstances of individual boards vary widely, the policy outlined in this document provides flexibility for boards to develop some locally focused guidelines and implementation strategies within the parameters for consistency set by the ministry. Education stakeholders throughout the province have voiced the need for greater consistency in assessment, evaluation, and reporting practices among the schools within a board, and initiatives to achieve improvement in that regard are strongly encouraged. Board guidelines should always be developed in collaboration with all the schools in the board, and in consultation with the school community. 1. Throughout this document, parents is used to refer to both parents and guardians. INTRODUCTION 3 Policies and procedures for assessment, evaluation, and reporting need to develop over time, as we learn more about how students learn. The policies outlined in this document reflect the current state of our evolving knowledge about the learning experience. New approaches to assessment provide both opportunities and challenges to all educators, for the benefit of all students. The Organization of This Document The first chapter of this document lays out the fundamental principles that form the foundation of all policy outlined in the remaining chapters. Chapter 2 focuses on learning skills and work habits. It comes immediately after the discussion of fundamental principles to reflect the importance of these skills and habits, in the view of all education stakeholders in Ontario, for the education and success of our students. Chapter 3 presents policies related to performance standards, as represented in the Achievement Chart and described in current Ontario curriculum policy documents. Chapter 4 represents new understandings and policy related to the role that assessment can play in the improvement of student learning, and clarifies the differences between assessment for learning, assessment as learning, and assessment of learning (or evaluation). Chapters 5 through 8 update, clarify, consolidate, and coordinate policies for evaluating and reporting student achievement. These chapters address key issues such as gathering evidence of INTRODUCTION student learning; dealing with late and missed assignments; and using the code “R” and percentage marks below 50 per cent, as well as the code “I”, in the evaluation and reporting of student achievement. They also present guidelines for school boards to develop some of their own policies pertaining to issues such as late and missed assignments and plagiarism, explain the use of the new fall Elementary Progress Report Cards, and discuss policies pertaining to students with special education needs and students who are learning English. The remaining two chapters present policies related to assessing, evaluating, and reporting student achievement as they pertain to e-learning and credit recovery. Each of the ten chapters in this document is organized in two parts. The first part outlines the policy, and the second part discusses the context for the policy or additional considerations related to the policy. It is anticipated that the context sections will provide educators with a deeper appreciation of the policies – of their intent, the theories of current educational experts that inform them, and the ways in which they will benefit student learning – and that they may serve to support professional learning. 4 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools Three appendices, a glossary, and a list of references are included at the end of the document. Appendix 2 contains templates for the elementary progress report cards and the elementary and secondary provincial report cards. Appendices 1 and 3 provide information about large-scale assessments administered in Ontario and about resources for particular program and policy areas, respectively. Assessment, Evaluation, and Reporting in Particular Policy and Program Areas The principles and policies outlined in this document apply to assessment, evaluation, and reporting practices in all programs, including Specialist High Skills Major programs, cooperative education, and dual credit programs, and in specific policy areas, such as prior learning assessment and recognition (PLAR) and the secondary school literacy graduation requirement. This document does not, however, provide information about procedures and practices specific to these areas that is already available in dedicated resources. See Appendix 3 for an inventory of such resources. (The list includes resources that boards require to administer the Adjudication Process for students who are eligible to meet their literacy graduation requirement through adjudication.) INTRODUCTION  1 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools FUNDAMENTAL PRINCIPLES 6 FUNDAMENTAL PRINCIPLES P O LI C Y The primary purpose of assessment and evaluation is to improve student learning. The following seven fundamental principles lay the foundation for rich and challenging practice. When these principles are fully understood and observed by all teachers, they will guide the collection of meaningful information that will help inform instructional decisions, promote student engagement, and improve student learning. The Seven Fundamental Principles To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that: FUNDAMENTAL PRINCIPLES are fair, transparent, and equitable for all students; support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit; are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students; are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course; are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning; provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement; develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning. C H A P T E R 1 | fundamental principles 7 CONTE XT These fundamental principles, which are based on the Principles for Fair Student Assessment Practices 1 for Education in Canada, developed by the Joint Advisory Committee, Centre for Research in Applied Measurement and Evaluation, at the University of Alberta, are central to all assessment, evaluation, and reporting policies and practices. These include policies and practices applied in connection with the achievement of curriculum expectations and the demonstration of learning skills and work habits. The policies outlined in this document are designed to reflect and/or build on these fundamental principles. For example, transparency is achieved when student learning is assessed and evaluated according to the clear standards outlined in the curriculum expectations (the content standards) provided in all curriculum documents for Grades 1 to 12, and according to the four categories of knowledge and skills and the four levels of achievement (the performance standards) outlined in the achievement chart that appears in every curriculum document. FUNDAMENTAL PRINCIPLES Education directly influences students’ life chances – and life outcomes. Today’s global, knowledge-based economy makes the ongoing work in our schools critical to our students’ success in life and to Ontario’s economic future. As an agent of change and social cohesion, our education system supports and reflects the democratic values of fairness, equity, and respect for all. The schools we create today will shape the society that we and our children share tomorrow. (Ontario Ministry of Education, 2009, p. 6) In keeping with the principle of supporting all students, policy and the implementation of policy must respond to the needs of a variety of students. As the Ontario Expert Panel on Literacy and Numeracy Instruction for Students With Special Education Needs has noted in its report Education for All (2005), “Treating all children exactly the same means that children who need accommodations or modifications to the program in order to succeed will be disadvantaged. Some students require more or different support than others in order to work at a level appropriate to their abilities and needs” (p. 5). For some students, therefore, assessment, evaluation, and reporting will be based on modified expectations. For a few other students, where the expectations in the Ontario curriculum do not form the basis of all or part of their program, assessment, evaluation, and reporting may be based on alternative expectations. In addition, accommodations must be provided for many students with special education needs, as well as for many English language learners who are beginning to acquire English as a new language. The ministry, school boards, and schools are also responsible for ensuring effective and appropriate instructional and assessment practices that meet the unique needs of First Nation, Métis, and Inuit students. 8 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools Fairness in assessment and evaluation is grounded in the belief that all students should be able to demonstrate their learning regardless of their socio-economic status, ethnicity, gender, geographic location, learning style, and/or need for special services. (Volante, p. 34) Inclusive education is central to the achievement of high-quality education for all learners and the development of more inclusive societies. Inclusion is still thought of in some countries as an approach to serving children with disabilities within general educational settings. Internationally, however, it is increasingly seen more broadly as a reform that supports and welcomes diversity amongst all learners. (UNESCO, p. 5) FUNDAMENTAL PRINCIPLES We know that parents have an important role to play in supporting student learning. Studies show that students perform better in school if their parents or guardians are involved in their education. This is the basis for the principle that students and parents should be kept fully informed about the student’s progress. It is essential that schools have procedures in place to ensure that parents are aware of the expectations for their child in the various grades. Principals play a key role in developing these procedures, which should be designed to create the conditions for student success by ensuring that parents have the information they need to interpret their child’s report card and to work with teachers to improve their child’s learning. Teachers have a leading role to play in the implementation of the seven fundamental principles. On a daily and hourly basis, teachers make professional judgements that ensure effective implementation of these principles, making decisions with respect to individual students and groups of students that have profound implications for them. How students feel about themselves as learners and whether they enjoy learning and strive for excellence are closely related to their teachers’ professional skills both in differentiating instruction and assessment and in helping students understand how they can improve. Teachers create environments in which all students feel valued and confident and have the courage to take risks and make mistakes. In their important professional role, teachers show students that they care about them, and model a love of learning that can deeply influence their lives. Teachers’ professional judgements are at the heart of effective assessment, evaluation, and reporting of student achievement.  2 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 10 LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 P O LI C Y The development of learning skills and work habits is an integral part of a student’s learning. To the extent possible, however, the evaluation of learning skills and work habits, apart from any that may be included as part of a curriculum expectation in a subject or course, should not be considered in the determination of a student’s grades. Assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills and work habits separately LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 allows teachers to provide information to the parents and student that is specific to each of the two areas of achievement. An example of when it is not possible to separate the evaluation of the learning skills and work habits from the evaluation of a student’s achievement of a curriculum expectation may be found in the health and physical education curriculum. That curriculum includes Living Skills expectations, which students are expected to achieve in the context of their learning in the Active Living, Movement Competence, and Healthy Living strands of the curriculum. The Living Skills expectations require students to demonstrate certain aspects of the learning skills and work habits outlined in the table on page 11, and a student’s demonstration of those skills and habits is to be evaluated as part of the evaluation of the overall expectations in the three strands of the curriculum. A second example is found in the mathematics process expectations in the mathematics curriculum. One of those expectations requires students to develop and apply problem-solving strategies. While the achievement of this expectation requires the application of some aspects of the learning skills and work habits for “Organization” (see p. 11), student achievement of this expectation is evaluated as part of the learning in the mathematics curriculum. In fact, achievement of the curriculum expectations in many curriculum areas is closely tied to learning skills and work habits. Clearly identifying the focus of such curriculum expectations and the evidence that will be collected to assess and evaluate their achievement will assist teachers in making decisions about whether the demonstration of a learning skill or work habit should be part of the evaluation of a curriculum expectation. It is expected that teachers will work with students to help them develop the learning skills and work habits identified in the following table. For each of the skills and habits, the table provides examples of associated behaviours, which are designed to guide teachers in the instruction, assessment, and evaluation of the learning skills and work habits. The sample behaviours are intended to assist but not restrict teachers in their efforts to help students become effective learners, and will look different at the various grade levels. C H A P T E R 2 | learning skills and work habits in Grades 1 to 12 11 Learning Skills and Work Habits Sample Behaviours Responsibility The student: fulfils responsibilities and commitments within the learning environment; completes and submits class work, homework, and assignments according to agreed-upon timelines; takes responsibility for and manages own behaviour. Organization The student: devises and follows a plan and process for completing work and tasks; establishes priorities and manages time to complete tasks and achieve goals; identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks. LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 2 Independent Work The student: independently monitors, assesses, and revises plans to complete tasks and meet goals; uses class time appropriately to complete tasks; follows instructions with minimal supervision. Collaboration The student: accepts various roles and an equitable share of work in a group; responds positively to the ideas, opinions, values, and traditions of others; builds healthy peer-to-peer relationships through personal and media-assisted interactions; works with others to resolve conflicts and build consensus to achieve group goals; shares information, resources, and expertise and promotes critical thinking to solve problems and make decisions. Initiative The student: looks for and acts on new ideas and opportunities for learning; demonstrates the capacity for innovation and a willingness to take risks; demonstrates curiosity and interest in learning; approaches new tasks with a positive attitude; recognizes and advocates appropriately for the rights of self and others. Self-regulation The student: sets own individual goals and monitors progress towards achieving them; seeks clarification or assistance when needed; assesses and reflects critically on own strengths, needs, and interests; identifies learning opportunities, choices, and strategies to meet personal needs and achieve goals; perseveres and makes an effort when responding to challenges. 12 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools CONTE XT The development of learning skills and work habits needed to succeed in school and in life begins early in a child’s schooling. As students move through the grades, they develop and then consolidate their learning skills and work habits in preparation for postsecondary education and the world of work. In many subjects and disciplines in Grades 1 to 12, the development of the learning skills and work habits is further strengthened through the achievement of the curriculum expectations. As noted in the preceding policy description, the Living Skills expectations in the health and physical education curriculum serve as a good example. These expectations are designed to help students develop a LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 positive sense of self, use coping and management skills, monitor their own progress, develop and maintain healthy relationships, and use critical and creative thinking processes as they set goals, make decisions, and solve problems. These skills clearly overlap with and reinforce the learning skills and work habits listed on the preceding page, and will help students succeed in school and throughout their lives. Other jurisdictions may use different names for these skills; however, there is broad agreement, both nationally and internationally, that skills of this type, by whatever name, are critically important to student success. The Ontario Ministry of Education has drawn on its own research, as well as on findings from Human Resources and Skills Development Canada (HRSDC) and the Conference Board of Canada, to develop the Ontario Skills Passport (OSP), which is available at http://skills.edu.gov.on.ca/ OSPWeb/jsp/en/login.jsp. The OSP identifies and describes the following important work habits: working safely, teamwork, reliability, organization, working independently, initiative, self-advocacy, customer service, and entrepreneurship. The Conference Board of Canada’s list of employability skills focuses on (1) personal management skills that facilitate growth (sample behaviours include modelling positive attitudes and actions, being responsible, being adaptable, learning continuously, and working safely) and (2) teamwork skills that enhance productivity (sample behaviours include working with others and participating in projects and tasks). Similar lists have been developed in other countries and by international organizations. The Definition and Selection of Competencies (DeSeCo) Project, sponsored by the Organisation for Economic Co-operation and Development (OECD), has underlined the importance of identifying and developing key competencies as follows: Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need, for example, to master changing technologies and to make sense of large amounts of available C H A P T E R 2 | learning skills and work habits in Grades 1 to 12 13 information. They also face collective challenges as societies – such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competencies that individuals need to meet their goals have become more complex, requiring more than the mastery of certain narrowly defined skills. (OECD, p. 4) The OECD report outlines the following three categories of competency: A. Using Tools Interactively The ability to use language, symbols, and text interactively LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 The ability to use knowledge and information interactively 2 The ability to use technology interactively B. Interacting in Heterogeneous Groups The ability to relate well to others The ability to cooperate and work in teams The ability to manage and resolve conflicts C. Acting Autonomously The ability to act within the bigger picture The ability to form and conduct life plans and personal projects The ability to defend and assert rights, interests, limits, and needs (OECD, pp. 10–16) In the United States, researchers Arthur Costa and Bena Kallick have described sixteen “habits of mind” that contribute to success in school and in life: persisting; thinking and communicating with clarity and precision; managing impulsivity; gathering data through all senses; listening with understanding and empathy; creating, imagining, and innovating; thinking flexibly; responding with wonder and awe; thinking about thinking (metacognition); taking responsible risks; striving for accuracy; finding humour; questioning and posing problems; thinking interdependently; applying past knowledge to new situations; and remaining open to continuous learning (Costa & Kallick, http://www.habits-of- mind.net/whatare.htm). Clearly, there is broad agreement among educators from various constituencies that learning skills and work habits like those described here for Grades 1 to 12 contribute substantially to student success. It is expected that teachers will work with students and their parents to ensure that they understand these learning skills and work habits and their importance. Students benefit when teachers discuss and model these skills, and when teachers and parents work with students to help them develop these skills. Students also benefit when teachers work with them to explain how these skills will be assessed and evaluated. 14 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools The learning skills and work habits described for Grades 1 to 12 align closely with the goals and areas of learning of the guidance and career education program (outlined in the policy document Choices Into Action, 1999. pp. 6–7) and build on effective practices currently in place in many Ontario schools and classrooms. The goals of the guidance and career education program are to enable students to: understand the concepts related to lifelong learning, interpersonal relationships (including responsible citizenship), and career planning; develop learning skills, social skills, a sense of social responsibility, and the ability to formulate and pursue educational and career goals; and apply this learning to their lives and work in the school and the community. LEARNING SKILLS AND WORK HABITS IN GRADES 1 TO 12 The goals are organized according to three areas of knowledge and skills: (1) student development, (2) interpersonal development, and (3) career development. The first two areas are most closely aligned with the learning skills and work habits and are defined as follows: Student development. Students will learn to set and achieve learning goals both inside and outside school, manage their own learning, and acquire the habits and skills necessary for success both inside and outside school. As students develop the ability to understand how they learn, recognize areas that need improvement, set goals for improvement, monitor their own learning, and become independent learners, they are acquiring the basic habits and skills they will require for lifelong learning. Interpersonal development. Students will learn to demonstrate self-discipline, take responsibility for their own behaviour, acquire the knowledge and skills required for getting along with others both within and beyond the school, and choose ways of interacting positively with others in a variety of situations. They will also learn about thoughtful and non-violent problem resolution, social responsibility, working cooperatively with others, and caring about others. Finally, the learning skills and work habits also align with the goals of the ministry’s character development initiative, as outlined in Finding Common Ground: Character Development in Ontario Schools, K–12: “We want our schools to continue to be safe and to be models of effective human relationships, where students learn about and put into practice attributes such as respect, responsibility, fairness, and empathy. We want students to develop self-discipline and the personal management skills that will make their communities, workplaces, and lives the best that they can be. Together, we can make this happen” (Ontario Ministry of Education, October 2006, p. 2).  3 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART 16 PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART P O LI C Y The Ontario curriculum for Grades 1 to 12 comprises content standards and performance standards. Assessment and evaluation will be based on both the content standards and the performance standards. The content standards are the curriculum expectations identified for every subject and discipline. They PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART describe the knowledge and skills students are expected to develop and demonstrate in their class work, on tests, and in various other activities on which their achievement is assessed and evaluated. There are two sets of curriculum expectations – overall expectations and specific expectations. The overall expectations describe in general terms the knowledge and skills that students are expected to demonstrate by the end of each grade or course. The specific expectations describe the expected knowledge and skills in greater detail. Taken together, the overall and specific expectations represent the mandated curriculum – the content standards. The performance standards are outlined in the achievement chart that appears in the elementary and secondary curriculum document for every subject or discipline. The achievement chart for each subject/discipline is a standard province-wide guide and is to be used by all teachers as a framework within which to assess and evaluate student achievement of the expectations in the particular subject or discipline. It enables teachers to make consistent judgements about the quality of student learning based on clear performance standards and on a body of evidence collected over time. It also provides teachers with a foundation for developing clear and specific feedback for students and parents. The purposes of the achievement chart are to: provide a common framework that encompasses all curriculum expectations for all subjects/courses across grades; guide the development of high-quality assessment tasks and tools (including rubrics); help teachers to plan instruction for learning; provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards; establish categories and criteria with which to assess and evaluate students’ learning. C H A P T E R 3 | performance standards – the achievement chart 17 Categories of Knowledge and Skills The achievement chart identifies four categories of knowledge and skills that are common to both the elementary and secondary panels and to all subject areas and disciplines. The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given subject/course can be organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. The categories help teachers to focus not only on students’ acquisition of knowledge but also on their development of the skills of thinking, communication, and application. The categories of knowledge and skills are as follows: PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding) Thinking: The use of critical and creative thinking skills and/or processes Communication: The conveying of meaning through various forms Application: The use of knowledge and skills to make connections within and between various contexts 3 In all subjects and courses, students should be given numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations (content standards) across all four categories of knowledge and skills. Teachers will ensure that student learning is assessed and evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. The emphasis on “balance” reflects the fact that all categories of the achievement chart are important and need to be a part of the process of instruction, learning, assessment, and evaluation in all subjects and courses. However, it also indicates that for different subjects and courses, the relative importance of each of the categories may vary. The importance accorded to each of the four categories in assessment and evaluation should reflect the emphasis accorded to them in the curriculum expectations for the subject or course, and in instructional practice. To further guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors”. The criteria are the subsets of knowledge and skills that define each category. They identify the aspects of student performance that are assessed and/or evaluated, and serve as a guide to what teachers look for. For example, in the English curriculum in the Knowledge and Understanding category, the criteria are “knowledge of content” and 18 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools “understanding of content” and include examples such as forms of text and elements of style, and relationships among facts, respectively. The descriptors indicate the characteristics of the student’s performance, with respect to the particular criteria, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion. Levels of Achievement PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART The achievement chart also identifies four levels of achievement, defined as follows: Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success. Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Parents of students achieving at level 3 can be confident that their children will be prepared for work in subsequent grades/courses. Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course. Specific “qualifiers” are used with the descriptors in the achievement chart to describe student performance at each of the four levels of achievement – the qualifier limited is used for level 1; some for level 2; considerable for level 3; and a high degree of or thorough for level 4. Hence, achievement at level 3 in the Thinking category for the criterion “use of planning skills” would be described in the achievement chart as “[The student] uses planning skills with considerable effectiveness”. C H A P T E R 3 | performance standards – the achievement chart 19 CONTE XT Criterion-referenced Assessment and Evaluation Ontario, like a number of other jurisdictions, has moved from norm-referenced to criterion-referenced assessment and evaluation. This means that teachers assess and evaluate student work with reference to established criteria for four levels of achievement that are standard across the province, rather than by comparison with work done by other students, or through the ranking of student performance, or with reference to performance standards developed by individual teachers for their own classrooms. PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART (There is no expectation that a certain number or percentage of students must be allocated to any one level of achievement.) In the past, assessment and evaluation performance standards varied from teacher to teacher and from school to school, and this led to results that were not always fair for all students. Criterion-referenced assessment and evaluation ensure that the assessment and evaluation of student learning in schools across the province are based on the application of the same set of well-defined performance standards. The goal of using a criterion-based approach is to make the 3 assessment and evaluation of student achievement as fair, reliable, and transparent as possible. Samples of the Achievement Chart Three samples of the achievement chart are provided in this section, from the following subjects/disciplines: The Arts, Grades 1–8 Science and Technology, Grades 1–8 English, Grades 9–12 These three samples illustrate the consistent characteristics of the performance standards across all subjects and disciplines and across all grades. The samples also illustrate how the achievement chart varies – particularly with respect to the examples provided for the criteria in each category – to reflect the nature of the particular subject or discipline. For instance, the examples for the criterion “Application of knowledge and skills” in the Application category of the achievement chart for the arts include performance skills, composition, and choreography, whereas those for science and technology include investigation skills and safe use of equipment and technology. 20 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools THE ACHIEVEMENT CHART FOR THE ARTS: GRADES 1–8 Categories Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) The student: Knowledge of content (e.g., facts, demonstrates demonstrates demonstrates demonstrates genres, terms, definitions, techniques, limited knowl- some knowledge considerable thorough knowl- elements, principles, forms, structures, edge of content of content knowledge of edge of content conventions) content Understanding of content demonstrates demonstrates demonstrates demonstrates (e.g., concepts, ideas, procedures, limited under- some understand- considerable thorough under- processes, themes, relationships standing of ing of content understanding standing of among elements, informed opinions) content of content content PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART Thinking – The use of critical and creative thinking skills and/or processes The student: Use of planning skills (e.g., formu- uses planning uses planning uses planning skills uses planning lating questions, generating ideas, skills with limited skills with some with considerable skills with a gathering information, focusing effectiveness effectiveness effectiveness high degree of research, outlining, organizing an effectiveness arts presentation or project, brain- storming/bodystorming, blocking, sketching, using visual organizers, listing goals in a rehearsal log, inventing notation) Use of processing skills (e.g., uses processing uses processing uses processing uses processing analysing, evaluating, inferring, skills with limited skills with some skills with skills with a interpreting, editing, revising, refining, effectiveness effectiveness considerable high degree of forming conclusions, detecting bias, effectiveness effectiveness synthesizing) Use of critical/creative thinking uses critical/ uses critical/ uses critical/ uses critical/ processes (e.g., creative and analytical creative thinking creative thinking creative thinking creative thinking processes, design process, exploration processes with processes with processes with processes with of the elements, problem solving, limited some effectiveness considerable a high degree reflection, elaboration, oral discourse, effectiveness effectiveness of effectiveness evaluation, critical literacy, metacog- nition, invention, critiquing, reviewing) C H A P T E R 3 | performance standards – the achievement chart 21 Categories Level 1 Level 2 Level 3 Level 4 Communication – The conveying of meaning through various forms The student: Expression and organization of ideas expresses and expresses and expresses and expresses and and understandings in art forms organizes ideas organizes ideas organizes ideas organizes ideas (dance, drama, music, and the visual and understand- and understand- and understand- and understand- arts), including media/multimedia ings with limited ings with some ings with ings with a high forms (e.g., expression of ideas and effectiveness effectiveness considerable degree of effec- feelings using visuals, movements, the effectiveness tiveness voice, gestures, phrasing, techniques), and in oral and written forms (e.g., clear expression and logical organiza- tion in critical responses to art works and informed opinion pieces) PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART Communication for different audi- communicates communicates communicates communicates ences (e.g., peers, adults, younger chil- for different for different for different for different dren) and purposes through the arts audiences audiences audiences and audiences and (e.g., drama presentations, visual arts and purposes and purposes purposes with purposes with exhibitions, dance and music perform- with limited with some considerable a high degree ances) and in oral and written forms effectiveness effectiveness effectiveness of effectiveness (e.g., debates, analyses) Use of conventions in dance, drama, uses conventions, uses conventions, uses conventions, uses conventions, music, and the visual arts (e.g., allegory, vocabulary, and vocabulary, and vocabulary, and vocabulary, and narrative or symbolic representation, terminology of terminology of terminology of terminology of style, articulation, drama conventions, the arts with lim- the arts with some the arts with the arts with a 3 choreographic forms, movement vocab- ited effectiveness effectiveness considerable high degree of ulary) and arts vocabulary and termi- effectiveness effectiveness nology in oral and written forms Application – The use of knowledge and skills to make connections within and between various contexts The student: Application of knowledge and skills applies knowledge applies knowledge applies knowledge applies knowledge (e.g., performance skills, composition, and skills in and skills in and skills in and skills in choreography, elements, principles, familiar contexts familiar contexts familiar contexts familiar contexts processes, technologies, techniques, with limited with some with considerable with a high degree strategies, conventions) in familiar effectiveness effectiveness effectiveness of effectiveness contexts (e.g., guided improvisation, performance of a familiar work, use of familiar forms) Transfer of knowledge and skills transfers knowl- transfers knowl- transfers knowl- transfers knowl- (e.g., concepts, strategies, processes, edge and skills edge and skills edge and skills edge and skills techniques) to new contexts (e.g., a to new contexts to new contexts to new contexts to new contexts work requiring stylistic variation, an with limited with some with considerable with a high degree original composition, student-led effectiveness effectiveness effectiveness of effectiveness choreography, an interdisciplinary or multidisciplinary project) Making connections within and makes connections makes connections makes connections makes connections between various contexts (e.g., within and within and within and within and between the arts; between the arts and between various between various between various between various personal experiences and the world contexts with lim- contexts with contexts with contexts with a outside the school; between cultural ited effectiveness some effectiveness considerable high degree of and historical, global, social, and/or effectiveness effectiveness environmental contexts; between the arts and other subjects) 22 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools ACHIEVEMENT CHART – SCIENCE AND TECHNOLOGY, GRADES 1–8 Categories Level 1 Level 2 Level 3 Level 4 Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding) The student: Knowledge of content demonstrates demonstrates demonstrates demonstrates (e.g., facts; terminology; limited some knowledge considerable thorough definitions; safe use of tools, knowledge of content knowledge of knowledge equipment, and materials) of content content of content Understanding of content demonstrates demonstrates demonstrates demonstrates (e.g., concepts, ideas, theories, limited some considerable thorough principles, procedures, understanding understanding understanding understanding PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART processes) of content of content of content of content Thinking and Investigation – The use of critical and creative thinking skills and inquiry and problem- solving skills and/or processes The student: Use of initiating and plan- uses initiating uses initiating uses initiating uses initiating ning skills and strategies and planning and planning and planning and planning (e.g., formulating questions, skills and skills and skills and skills and identifying the problem, strategies strategies strategies with strategies with developing hypotheses, with limited with some considerable a high degree scheduling, selecting effectiveness effectiveness effectiveness of effectiveness strategies and resources, developing plans) Use of processing skills and uses processing uses processing uses processing uses processing strategies (e.g., performing skills and skills and skills and skills and and recording, gathering strategies strategies strategies with strategies with evidence and data, observing, with limited with some considerable a high degree manipulating materials effectiveness effectiveness effectiveness of effectiveness and using equipment safely, solving equations, proving) Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/ thinking processes, creative thinking creative thinking creative thinking creative thinking skills, and strategies processes, skills, processes, skills, processes, skills, processes, skills, (e.g., analysing, interpreting, and strategies and strategies and strategies and strategies problem solving, evaluating, with limited with some with considerable with a high forming and justifying effectiveness effectiveness effectiveness degree of conclusions on the basis effectiveness of evidence) Communication – The conveying of meaning through various forms The student: Expression and expresses and expresses and expresses and expresses and organization of ideas organizes ideas organizes ideas organizes ideas organizes ideas and information (e.g., and information and information and information and information clear expression, logical with limited with some with considerable with a high organization) in oral, visual, effectiveness effectiveness effectiveness degree of and/or written forms (e.g., effectiveness diagrams, models) C H A P T E R 3 | performance standards – the achievement chart 23 Categories Level 1 Level 2 Level 3 Level 4 Communication (continued) The student: Communication for communicates for communicates for communicates for communicates for different audiences different audiences different audiences different audiences different audiences (e.g., peers, adults) and and purposes and purposes and purposes with and purposes with purposes (e.g., to inform, with limited with some considerable a high degree of to persuade) in oral, visual, effectiveness effectiveness effectiveness effectiveness and/or written forms Use of conventions, uses conventions, uses conventions, uses conventions, uses conventions, vocabulary, and vocabulary, and vocabulary, and vocabulary, and vocabulary, and terminology of the terminology of the terminology of the terminology of the terminology of the discipline in oral, visual, discipline with discipline with discipline with discipline with a PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART and/or written forms limited some considerable high degree of (e.g., symbols, formulae, effectiveness effectiveness effectiveness effectiveness scientific notation, SI units) Application – The use of knowledge and skills to make connections within and between various contexts The student: Application of applies knowledge applies knowledge applies knowledge applies knowledge knowledge and skills and skills in and skills in and skills in and skills in (e.g., concepts and process- familiar contexts familiar contexts familiar contexts familiar contexts es, safe use of equipment with limited with some with considerable with a high degree 3 and technology,investigation effectiveness effectiveness effectiveness of effectiveness skills) in familiar contexts Transfer of knowledge transfers transfers knowl- transfers knowl- transfers knowl- and skills (e.g., concepts knowledge and edge and skills edge and skills edge and skills and processes, safe use of skills to unfamiliar to unfamiliar to unfamiliar to unfamiliar equipment and technology, contexts with lim- contexts with contexts with contexts with a investigation skills) to ited effectiveness some effectiveness considerable high degree of unfamiliar contexts effectiveness effectiveness Making connections makes connections makes connections makes connections makes connections between science, tech- between science, between science, between science, between science, nology, society, and the technology, technology, technology, technology, environment (e.g., assess- society, and the society, and the society, and the society, and the ing the impact of science environment environment with environment environment with and technology on people, with limited some effectiveness with considerable a high degree of other living things, and effectiveness effectiveness effectiveness the environment) Proposing courses proposes courses proposes courses proposes courses proposes highly of practical action to of practical of practical of practical action effective courses deal with problems action of limited action of some of considerable of practical action relating to science, effectiveness effectiveness effectiveness technology, society, and the environment 24 G R OW I N G S U C C E S S | assessment, evaluation, and reporting in Ontario schools ACHIEVEMENT CHART: ENGLISH, GRADES 9–12 50–59% 60–69% 70–79% 80–100% Categories (Level 1) (Level 2) (Level 3) (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 demonstrates demonstrates demonstrates demonstrates (e.g., forms of text; strategies limited knowl- some knowledge considerable thorough knowl- used when listening and edge of content of content knowledge of edge of content speaking, reading, writing, content and viewing and representing; elements of style; literary PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART terminology, concepts, and theories; language conventions) Understanding of content demonstrates demonstrates demonstrates demonstrates (e.g.,concepts; ideas; opinions; limited under- some under- considerable thorough under- relationships among facts, standing of standing of understanding standing of ideas,concepts,themes) content content of content content Thinking – The use of critical and creative thinking skills and/or processes The student: Use of planning skills uses planning uses planning uses planning uses planning (e.g., generating ideas, skills with limited skills with some skills with skills with a gathering information, effectiveness effectiveness considerable high degree of focusing research, effectiveness effectiveness organizing information) Use of processing skills uses processing uses processing uses processing uses processing (e.g., drawing inferences, skills with limited skills with some skills with skills with a interpreting, analysing, effectiveness effectiveness considerable high degree of synthesizing, evaluating) effectiveness effectiveness Use of critical/creative uses critical/ uses critical/ uses critical/ uses critical/ thinking processes creative thinking creative thinking creative thinking creative thinking (e.g., oral discourse, processes processes processes with processes with a research, critical analysis, with limited with some considerable high degree of critical literacy,metacognition, effectiveness effectiveness effectiveness effectiveness creative process) C H A P T E R 3 | performance standards – the achievement chart