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Grade 9, Grade 10, Grade 11 and Grade 12

Ottawa-Carleton Catholic School Board

ASSESSMENT, EVALUATION AND REPORTING– MANUAL

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

Acknowledgements Staff Development, Evaluation and Research Department Marcello Bottiglia Bill Gartland Dr. Carol Thibault Superintendent, Staff Development, Evaluation and Research Principal, Staff Development, Evaluation and Research Research Officer, Evaluation & Research

Secondary Program Team – Educational Programs Lucille Miller Helena Daly Margie Chaput Sandy Dobec Daniel Dionne Rosann Mullins Bev Langevin Tom Steinke Michael Scott Superintendent, Educational Programs Coordinator, Educational Programs Special Program Assignment Teacher Consultant, Educational Programs Consultant, Educational Programs Consultant, Educational Programs Consultant, Educational Programs Consultant, Educational Programs Consultant, Educational Programs

Information Technology Department Jim Dale Bill Fox Coordinator, Information Technology Consultant, Information Technology

Student Services Department Anne Marie McGillis John Legree Michelle Moore Principal Educational Consultant Educational Consultant

Thanks to the following individuals who were involved with the creation of the Assessment, Evaluation & Report Manual, September, 1999 and September, 2000. Sandie Bender - Mary Durst - Dr. Marilyn Kasian - Ken Kurs - Paul Siebert David Lauzon - Teresa Maloney - Ellen Curran - Sheila Hodges - Anne Brouillard Technical Reproduction – Jeanne Parker Staff Development, Evaluation and Research Department June 2002

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

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ASSESSMENT, EVALUATION AND REPORTING– MANUAL

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

Preface

This manual is intended as a resource for teachers and administrators as they continue to implement the Ontario Curriculum.

Sections within the manual provide information on the following topics and issues: § § § § §

Policies Assessment Tools Accommodations and Exemptions Communication Provincial Report Card

This document will continue to evolve with the implementation of Secondary Reform. Thanks to those individuals who have been involved in its production and the consultation process used to assemble it. It has evolved both staff and Staff Development, Evaluation and Research along with the Secondary Program Department working closely together to ensure a quality document. It will provide clear direction for our school system.

Marcello Bottiglia Superintendent Staff Development, Evaluation and Research

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

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ASSESSMENT, EVALUATION AND REPORTING– MANUAL

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

Table of Contents Section A: Policies 1. a) Ministry of Education and Training .............................................................................. 6 b) Ottawa-Carleton Catholic School Board........................................................................ 7 2. a) b) c) What are the key features of the policies? Assessment and Evaluation Strategies ............................................................................... 8 The Achievement Chart .................................................................................................. 8 Reporting Student Achievement ....................................................................................... 10

Section B: Assessment Planning and Evaluation 1. How Do I Plan? a) General Guidelines ......................................................................................................... 13 b) Design Down Model....................................................................................................... 14 c) Keeping Track................................................................................................................ 17 2. a) b) c) How Do I Arrive At A Mark? Steps To Arriving At A Final Mark .................................................................................. 17 Subject Specific Delineation ............................................................................................ 20 English As A Second Language and English Literacy Development ................................... 34

3. Assessing and Evaluating Learning Skills ....................................................................... 36 Section C: Report Card How do I prepare the report card? a) Overview ........................................................................................................................ 39 b) Ways To Work On Your Report Card............................................................................... 39 c) Passwords ....................................................................................................................... 39 d) Working In School .......................................................................................................... 40 e) Entering A Comment ....................................................................................................... 41 Section D: Exceptional Students - Program Planning and Assessment a) Individual Education Plan ................................................................................................ 43 b) Ontario Secondary Schools Policy (Section 7.12) .............................................................. 44 c) What Are Accommodations ............................................................................................. 44 d) Modified Curriculum Expectations ................................................................................... 45 e) Alternative Expectations .................................................................................................. 45 f) The Provincial Report Card and the IEP ............................................................................ 46 Section E - Communication What do I communicate/report to students/parents? a) Report Card .................................................................................................................... 49 b) The Provincial Report Card Grade 9, Grade 10 - A Parent's Guide ...................................... 51 Appendix A Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Grade 9-11 Report Card................................................................................. 54 Samples of Assessment Planners .................................................................... 58 Samples of Tracking Forms ............................................................................ 62 Sample Rubric Template ................................................................................ 68 Glossary of Terms ......................................................................................... 68 Tips for Designing Quality Tests/Exams.......................................................... 74 Developing Performance Tasks ...................................................................... 81

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EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 Section A STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT 5 . GRADE 10.ASSESSMENT.

demonstrations. a) What does the Ministry of Education and Training say in its policy about assessment. projects. and assigning a value to represent that quality. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. Toronto. Grades 9 to 12 – Ministry of Education and Training 2000 Queens Press. and reporting of student achievement that pertain to all disciplines in the Ontario curriculum. As part of assessment. EVALUATION AND RESEARCH DEPARTMENT 6 . Grades 9 to 12: Program Planning and Assessment. and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. It is designed as a companion piece to the Grade 9 to 11 curriculum policy documents for the individual disciplines. GRADE 10. 1 According to the Ministry of Education and Training. P 3 STAFF DEVELOPMENT. evaluation and reporting? Program Planning and Assessment Introduction The Ontario Curriculum.ASSESSMENT. the primary purpose of assessment and evaluation is to improve student learning. evaluation. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. Assessment is the process of gathering information from a variety of sources (including assignments. 2000 provides essential information on aspects of policy relating to program planning and the assessment. Evaluation refers to the process of judging the quality of student work on the basis of established criteria. GRADE11 AND GRADE 12 Section A: Policies 1. performances. 1 Program Planning and Assessment – The Ontario Curriculum. teachers provide students with descriptive feedback that guides their efforts towards improvement. EVALUATION AND REPORTING– MANUAL GRADE 9. In Ontario secondary schools. the value assigned will be in the form of a percentage grade.

” What characteristics does any assessment task require in order to be fair? • It must be reliable. use quality tools– quality assessment generates assessment data for more than one category. b) What does the Ottawa-Carleton Catholic School Board say about assessment? “Central to all classroom assessment practices is the concept of F a i r n e s s. keeping in mind the issue of aligning the tools with the expectations and ensuring that there is alignment between the expectations and the assessment task. STAFF DEVELOPMENT. the person administering the task. GRADE11 AND GRADE 12 1. allow for optimum performance of all students. Please Note: The quality of performance data is more important than the quantity of data. If the expectations are changed.. the person scoring the results. • It must be valid. use tools that are aligned with the area being assessed. is sufficient. Three to five summative pieces that capture achievement across the categories. GRADE 10. the evaluation will also be supported. the location of the assessment task. In order for an assessment task to be valid it must: ♦ ♦ ♦ ♦ ♦ reflect the expectations being assessed. ♦ reflect individual effort.e. and reported as such. EVALUATION AND REPORTING– MANUAL GRADE 9.ASSESSMENT. How does the principle of fairness in assessment apply to students with special needs? Allowing for optimum performance of students may mean using different types of tools for different students. The instrument or process used must produce the same results: ♦ ♦ ♦ ♦ regardless of the time of day it is given. How can I be confident in my evaluation? If the assessment task is fair (i. or. be of sufficient length for demonstration of skills. reliable and valid). the evaluation must be based on the altered expectations. and all the information collected during the assessments is considered. The quality of performance data is more important than the quantity of data. EVALUATION AND RESEARCH DEPARTMENT 7 .

The chart provides a reference point for all assessment practice and framework within which to assess and evaluate student achievement. What are the key features of the policies? a) Assessment and Evaluation Strategies – 2 In order to ensure that assessment and evaluation are valid and reliable. • accommodate the needs of exceptional students. b) The Achievement Chart 3 Assessment strategies are fair to all students.ASSESSMENT. and designed to provide opportunities for students to demonstrate the full range of their learning. the purposes of instruction. • are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document for each discipline. • promote students’ ability to assess their own learning and to set specific goals. The chart for each discipline is organized into four broad categories of knowledge and skills: • • • • Knowledge/Understanding.14 STAFF DEVELOPMENT. • are varied in nature. Thinking/Inquiry. • accommodate the needs of students who are learning the language of instruction. • are fair to all students. GRADE 10. and the needs and experiences of the students. EVALUATION AND REPORTING– MANUAL GRADE 9. • ensure that each student is given clear directions for improvement. • are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course. and Application/Making Connections 2 3 Ibid: p. The achievement chart for each discipline is included in the curriculum policy document for that discipline. • are appropriate for the learning activities used.13 Ibid: p. teachers must use assessment and evaluation strategies that: • address both what students learn and how well they learn. consistent with the strategies outlined in their Individual Education Plan. EVALUATION AND RESEARCH DEPARTMENT 8 . • include the use of samples of students’ work that provide evidence of their achievement. administered over a period of time. GRADE11 AND GRADE 12 2. and that they lead to the improvement of student learning. Communication.

A student whose achievement is below 50% at the end of the course will not obtain a credit for the course. 50–59% Level 1 A passable level of achievement. EVALUATION AND REPORTING– MANUAL GRADE 9. but rather that he or she demonstrates a very high to outstanding level of achievement of the specified expectations. below. EVALUATION AND RESEARCH DEPARTMENT 9 . A student can achieve a below Level 1( 0-49) in any category of learning. STAFF DEVELOPMENT. GRADE11 AND GRADE 12 The achievement chart describes the levels of achievement of the curriculum expectations within each category. __________________________________________________________________ Level 3 (70–79%) is the provincial standard. Achievement is above the provincial standard. A moderate level of achievement. Punctuality of submission of students’ assignments: When a student does not submit an assignment within the teacher’s timeline. The descriptions from the achievement chart enable teachers to make consistent judgements about the quality of student work. the provincial standard. Achievement is below the provincial standard. Achievement is at the provincial standard. The following table provides a summary description of achievement in each percentage grade range and corresponding level of achie vement: Percentage Grade Range Achievement Level Summary Description _____________________________________________________________ 80–100% 60–69% 70–79% Level 4 Level 2 Level 3 A very high to outstanding level of achievement. “NE” (no evidence) will be recorded in the teacher’s mark book. “NE” best conveys the reality that the teacher has received “no evidence” of demo nstration of the expectations being assessed by the assessment instrument in question. Achievement is A high level of achievement. Teachers and parents can be confident that students who are achieving at level 3 are well prepared for work in the next grade or the next course. It should be noted that an evaluation of achievement in the 80–100% range (level 4) does not suggest that the student is achieving expectations beyond those specified for the course. The descriptions associated with each level serve as a guide for gathering assessment information. but approaching. GRADE 10.ASSESSMENT. and a greater command of the requisite knowledge and skills than a student achieving in the 70–79% range (level 3). However the report card mark can not be below 30%. the descriptions enable teachers to make cons istent judgements about the quality of student work and to provide clear and specific feedback to students and parents.

Check with your Curriculum Department Head to verify these critical learnings. Grade 9-12. Consensus regarding “critical or essential learnings” for each curriculum area must be determined by Subject Councils. 4 Ibid: p. At this point the teacher considers the most recent and the most consistent performance within each category. with special consideration given to the more recent evidence of achievement. at particular points in the school year or semester. Student achievement must be communicated formally to students and parents by means of the Provincial Report Card. having 3 to 5 significant pieces of assessment information focused on “critical learning” is ideal. c) Reporting Student Achievement 4 At each reporting period when you determine a student’s overall performance score.15 * Reference: Guide to Provincial Report Card. The report card provides a record of the student’s achievement of the curriculum expectations in every course. GRADE 10. GRADE11 AND GRADE 12 Under the Learning Skills category of “Works Independently” . Grades 9–12. The report card contains separate sections for recording attendance and for evaluating the student’s learning skills in each course. 8-9 STAFF DEVELOPMENT. 10 and 11 courses will be derived as follows: • 70% of the grade will be based on evaluations undertaken throughout the course. 1999 p. along with ways in which it might be achieved. The final percentage grade for Grade 9. across all four categories.ASSESSMENT. Students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations. The “NE” is valuable information to support and assist the teache r’s determination of the student’s final grade. in the form of a percentage grade. It also includes teachers’ comments on the student’s strengths and the areas in which improvement is needed. EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 10 . This portion of the grade should reflect the student’s most consistent level of achievement.which assesses “completes tasks on time and with care” the s tudent’s pattern of ”NE” should be reported. The presence of “NE” in the teacher’s mark book will impact also when at the point of final evaluation.

There will be no exemptions from the final evaluation. a performance.ASSESSMENT. GRADE11 AND GRADE 12 • 30% of the grade will be based on a final evaluation in the form of one or a combination of the following: an examination. an essay. students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations. throughout the course. The Ontario Curriculum. across all four categories of knowledge and skills. GRADE 10. EVALUATION AND REPORTING– MANUAL GRADE 9. Evaluation should reflect the student’s most consistent level of achievement. • In all courses. EVALUATION AND RESEARCH DEPARTMENT 11 . Information about determining final percentage grades for Grade 11 and 12 courses is available in the document titled. although special consideration should be given to more recent evidence of achievement. STAFF DEVELOPMENT. Grades 9 to 12: Program Planning and Assessment Manual. 2000. Minimum reported grade is 30% (mid-term and final) . or another method of evaluation suitable to the course content and administered towards the end of the course.

EVALUATION AND RESEARCH DEPARTMENT 12 . GRADE11 AND GRADE 12 Section B STAFF DEVELOPMENT. GRADE 10.ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9.

Numerous and varied opportunities must be provided for the students to demonstrate achievement of the expectations. GRADE11 AND GRADE 12 Section B: Assessment Planning and Evaluation 1. the teacher as a professional must decide whether he/she has sufficient evidence without a particular assignment being submitted to determine student demonstration of the expectations in question. Assignments are to be completed within a timeframe designed by the teacher and appropriate to the nature of the task. Assessment is ongoing. GRADE 10. Assignments not submitted: An assignment not handed in translates to no demonstration of the expectations on which the assignment is based. Learning skills/work and study habits not directly linked to the subject expectations are assessed separately. EVALUATION AND REPORTING– MANUAL GRADE 9. Teachers are expected to use a variety of assessment techniques.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 13 . and are not included in the criteria for the subject mark. the Program Planning and Assessment Guide states that students “must be provided with numerous and varied opportunities to demonstrate the full extent of the ir achievement”. the teachers must communicate how students will be assessed and evaluated at the outset of the course. • • • • • • • • STAFF DEVELOPMENT. How do I plan? a) General Guidelines • In addition to the course outline. Therefore. Comments on Learning Skills may be included on the Report Card. Assessment opportunities should be offered in class wherever possible. However.

STAFF DEVELOPMENT. inform instruction).” (Wiggins. EVALUATION AND REPORTING– MANUAL GRADE 9. Evaluation Evaluation refers to the process of judging the quality of student performance for the purpose of determining a grade/mark and reporting. The purpose of assessment is to improve student learning and program planning. consolidate.ASSESSMENT. prior knowledge and/or skill level prior to instruction to determine the starting point for the teaching/learning strategies. Design Down This resource document was written using a design down model for curriculum planning. “Design down” involves design lessons with a performance task in mind. evaluation and communication of student progress and achievement are integral components of the teaching and learning process. In Ontario secondary schools the value assigned will be in the form of a percentage grade. Through reporting grades and providing comments that indicate next steps. describing and analyzing information to inform instruction. Curriculum expectations are used to develop a performance task and a set of criteria are developed to assess how well the task is performed. Formative evaluation refers to the gathering of information over time in order to provide an evaluation. Teaching/learning strategies are then developed to provide students with the opportunity to achieve success. The assessment. How do I plan? b) Suggested Process: Design Down Model • “Assessment is the systematic and ongoing process of collecting. They provide the basis for a communication process that is clear and meaningful for students and parents. The steps of this design down model are The overall assessment process must have a balance of assessment methods and include assessment of expectations from the 4 categories of the levels of achievement. Within the design down model described below. The aim of assessment is primarily to educate and improve performance. 1998) Assessment Assessment as mentioned above is the process of collecting. Teachers use diagnostic assessment –the determination of student attitudes. EVALUATION AND RESEARCH DEPARTMENT 14 . assessment plays a very significant role. GRADE11 AND GRADE 12 1. GRADE 10. student instruction is once again informed by assessment and evaluation. The purpose is to measure a culminating performance or knowledge and to provide data for grading and reporting. Students benefit when they clearly understand the learning expectations and reason for assessment. It constantly drives the development and modification of the teaching/learning strategies. or enrich student learning (in other words. describing and analyzing information about student progress and achievement in relation to curriculum expectations. Teachers also use formative assessment -the gathering of information to provide feedback and guidance to reinforce. not merely audit it. Summative evaluation occurs towards the end of a period of instruction.

By clustering expectations. The overall assessment program must have a balance of assessment methods and include assessment of expectations from the 4 categories of the levels of achievement. Familiarity with the curriculum will allow the teacher to easily cluster expectations. Provide a Rich and Authentic Assessment Task Teachers need to now determine what the student will do to demonstrate their learning (the successful achievement of the expectations). • • • STAFF DEVELOPMENT. along with the specific expectations that describe key learnings in more detail. etc.g). Design Down Model • Understand the Ontario Curriculum Teachers need to become familiar with both the overall and specific expectations found in each strand of the curriculum document. This will help to provide the proper context for the performance task. This becomes the end that students work towards through the unit. They need to develop a clear picture of the key/essential learnings required. Develop Criteria for the Performance Task Teachers need to develop a set of criteria on which to measure student performance. Connect Expectations to the Achievement Level Chart Teachers need to examine the expectations chosen for the unit in order to connect them to the categories in the achievement level chart found on pages 20 and 21 of the curriculum document. It is important that these criteria be simple. These criteria must act as indicators for successful achievement of the performance task. b) How do I plan? (cont'd) Designing Down …(cont’d) outlined below and are accompanied by a graphic to provide a clear picture of the model that forms the base upon which the new curriculum is designed It is important to see the significant role that assessment and evaluation play in driving program planning. See the chart on page? for suggestions. The verbs found in the expectations provide the clues to the connection to the appropriate knowledge/ skills category.an assessment strategy. GRADE11 AND GRADE 12 1. GRADE 10. There are a variety of assessment strategies that can be used. sound like. EVALUATION AND REPORTING– MANUAL GRADE 9. clear and few in number (refer to Section E. They need to know what that demonstration will look like.ASSESSMENT. This will help to develop a clear picture of a performance task that is authentic and assessable . students will be provided with an experience that is rich and teachers will be able to cover the curriculum in a more expedient fashion. EVALUATION AND RESEARCH DEPARTMENT 15 .

EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE 10. EVALUATION AND RESEARCH DEPARTMENT 16 . checklists. STAFF DEVELOPMENT. These teaching/learning strategies must provide the student with many opportunities to explore. Provide Appropriate Teaching/Learning Strategies Teachers need to develop a variety of teaching/learning strategies to accommodate the different learning styles in students. marking schemes. GRADE11 AND GRADE 12 1 b) How do I plan? (cont'd) Designing Down (cont’d) • Develop a Tool to Collect the Evidence of Learning Next teachers need to decide on a tool to collect the evidence of student learning (what will the teacher decide to use to measure the success of the performance task). Possible tools include rubrics. etc.ASSESSMENT. assessment Incorporation expectations and evaluation teaching/ learning strategies topic/ theme/ resources The overall assessment program must have a balance of assessment methods and include assessment of expectations from the 4 categories of the levels of achievement. practise and build their knowledge and skills in order to achieve success in their culminating demonstration.

The mark should reflect the most consistent achievement throughout the course. GRADE11 AND GRADE 12 c) Keeping Track Tracking of Student Achievement Two samples of a Student Tracking Form are provided in Appendix C. Essentially this is the teacher’s grade book.ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. (Sample A and Sample B). cont’d STAFF DEVELOPMENT. Students must have many and varied opportunities to demo nstrate achievement. The form can be used in combination with the Assessment Planner to provide accountability. although special consideration should be given to more recent evidence of achievement. How do I arrive at a mark? The final mark is based on assessment tasks conducted (70%) during the course and on a culminating assessment (30%) conducted at or near the end of the course. A mark management program provides the same information. 2. The Tracking Form is only one sample instrument which could be used. EVALUATION AND RESEARCH DEPARTMENT 17 . the key to its interpretation is the accompanying Assessment Planner. The final mark is a symbol of a student’s performance. GRADE 10.

Use the conversion chart below. Assess using the criteria of the 4 levels for each category of the achievement chart. Below 50 Insufficient achievement of curriculum expectations. Arrive at level for each category by determining the most consistent level of achievement Convert each level into a percent according to the subject specific breakdown in this manual. u Percentage below 50 indicates insufficient achievement of the curriculum expectations and signals additional learning is required before the student can achieve the expectations to a passing level. Achievement is at the provincial standard. 4. Achievement is below. A student who receives a mark below 50 at the end of a course will not receive a credit. GRADE11 AND GRADE 12 a) What are the Steps to Arriving at a Final Mark? 1. but approaching. A moderate level of achievement.ASSESSMENT. the provincial average. Minimum reported mark is 30%. Achievement is below the provincial standard. Record by level each category with special consideration given to most recent. 2. EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 18 . Achievement Level 4+ Level 4 4 43+ Level 3 3 32+ Level 2 2 21+ Level 1 1 1BL 1 Percentage Grade 95-100 85-94 80-84 77-79 73-76 70-722 67-69 63-66 60-62 57-59 53-56 50-52 Below 50 Range Summary A very high to outstanding level of achievement. Achievement is above the provincial standard. 3. A credit will not be granted. STAFF DEVELOPMENT. GRADE 10. A high level of achievement. A passable level of achievement.

EVALUATION AND REPORTING– MANUAL GRADE 9. Arriving at marks varies according to the type of assessment: • • performance tasks must be assessed according to the levels of achievement chart. It is mandated that 70% be allocated to assessment throughout the term and 30% to a culminating assessment using one or more instruments. other assessments must be assessed using the levels of achievement chart. GRADE 10. STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT 19 . GRADE11 AND GRADE 12 b) What is the Subject Specific Delineation? The Subject Specific Delineation outlines the weighting given to the various categories. The weighting should reflect the nature of the discipline and the type of course.ASSESSMENT.

EVALUATION AND REPORTING– MANUAL ENG14 Eng Grade 9 Locally Developed ENG2D English Grade 10 Academic ENG2P English Grade 10 Applied ENG24 Eng Gr. GRADE 10.ENGLISH Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title ENG1D 9 9 10 10 10 11 11 11 11 11 11 12 12 12 12 12 12 University University Open Workplace College University 15 15 15 15 10 15 Open 15 Open 15 20 20 15 20 20 15 25 20 University/College 15 15 Workplace 15 20 15 25 15 20 25 20 15 25 20 20 College 15 20 20 15 20 15 20 15 15 15 20 15 15 15 University 15 15 25 15 Locally Developed 15 20 15 20 70 70 70 70 70 70 70 70 70 70 70 70 70 Applied 15 20 15 20 70 Academic 15 20 20 15 70 10 15 30 10 15 30 10 30 15 0 15 30 0 30 30 Locally Developed 15 20 15 20 70 30 Applied 15 20 15 20 70 15 15 0 20 15 0 20 15 0 20 0 15 30 15 0 30 0 0 English Grade 9 Academic 9 Academic 15 20 20 15 70 15 15 30 30 30 30 30 30 30 30 30 20 30 30 30 30 30 30 30 30 ENG1P English Grade 9 Applied ASSESSMENT. GRADE11 AND GRADE 12 20 CPT* = Culminating Performance Task . EVALUATION AND RESEARCH DEPARTMENT ENG4C English Grade 12 College ENG4E English Grade 12 Workplace ETS4U Studies in Literature EWC4U The Writer’s Craft EBT4O Communication in the World of Business & Technology GRADE 9. 10 Locally Developed ENG3U English Grade 11 University ENG3C English Grade 11 College ENG3E English Grade 11 Workplace ETC3M Canadian Literature 30ELS30 Literacy Skills: Reading & Writing EMS3O Media Studies ENG4U English Grade 12 University STAFF DEVELOPMENT.

Immersion ASSESSMENT. Core French Grade 10. Core French Grade 11. Immersion French Grade 11.FRENCH Grade Course Type Academic Academic Academic Applied KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title French Grade 9. University French Grade 11. Immersion French Grade 10. University French Grade 12. EVALUATION AND RESEARCH DEPARTMENT French Grade 12. Extended French Grade 9. Core French Grade 11. GRADE 10. GRADE11 AND GRADE 12 21 CPT* = Culminating Performance Task . Extended French Grade 12. EVALUATION AND REPORTING– MANUAL French Grade 9. Core French Grade 12. Extended French Grade 11. Core GRADE 9. Core French Grade 11. Immersion French Grade 12. Core 9 9 9 9 10 10 10 10 11 11 11 11 11 11 12 12 12 12 12 12 Applied Open Open 15 15 15 15 15 20 15 Applied 20 15 20 20 20 20 20 20 20 20 20 15 20 15 20 15 15 15 15 15 15 15 15 15 15 15 15 20 15 20 20 20 20 15 20 20 20 20 20 15 20 Applied 20 20 15 15 Academic 20 20 15 15 70 70 70 70 70 70 70 70 70 70 70 70 70 70 Academic 20 20 15 15 70 Academic 20 20 15 15 70 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 20 20 15 15 70 15 20 20 15 15 70 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 20 20 15 15 70 15 15 20 20 15 15 70 15 15 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 French Grade 9. Core STAFF DEVELOPMENT. Core French Grade 12. Core French Grade 10. Extended French Grade 10.

GRADE11 AND GRADE 12 22 . EVALUATION AND RESEARCH DEPARTMENT ESL DO ESL EO * = Culminating Performance Task GRADE 9.ESL Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title ESL AO 9 9 9 9 9 10 10 10 10 10 11 11 11 11 11 15 15 15 10 10 30 30 25 20 20 15 20 20 10 10 15 20 20 15 20 20 15 25 15 15 15 15 20 20 15 15 15 10 30 10 20 10 30 10 20 70 70 70 70 70 70 70 70 70 70 15 20 20 15 70 15 20 20 15 70 15 15 20 20 20 15 15 20 20 20 15 15 15 25 15 15 70 20 10 30 10 20 70 20 10 10 15 15 10 10 10 15 15 10 10 10 15 15 10 30 10 20 70 20 10 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 ESL BO ASSESSMENT. GRADE 10. EVALUATION AND REPORTING– MANUAL ESL CO ESL DO ESL EO ESL AO ESL BO ESL CO ESL DO ESL EO ESL AO ESL BO ESL CO STAFF DEVELOPMENT.

MATHEMATICS Grade Course Type Academic TERM WORK KU CM IN AP TOTAL CPT* EXAM TOTAL FINAL ASSESSMENT Course Course Title MPM1D 9 9 10 10 10 11 11 11 11 12 12 12 12 12 12 College Preparation Workplace Preparation College Preparation University Preparation University Preparation University Preparation Workplace Preparation College Preparation University/College Preparation University Preparation Locally Developed Optional Applied Academic Locally Developed Compulsory Applied Principles of Mathematics 9 20 25 25 20 25 25 25 25 25 25 25 25 25 25 25 10 10 10 10 15 15 10 15 15 20 20 20 20 15 15 20 10 20 10 20 15 15 15 15 15 15 15 15 15 15 10 20 15 70 70 70 70 70 70 70 70 70 70 70 10 20 20 70 10 20 15 70 10 15 30 5 10 20 15 5 20 5 20 20 15 10 20 15 70 30 10 20 20 70 15 15 0 20 15 0 25 20 10 15 25 10 25 10 10 15 25 10 20 15 70 10 20 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 MFM1P Foundations of Mathematics ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT MAP4C College & Apprenticeship Mathematics MCT4C Mathematics for College Technology MEL4E Mathematics for Everyday Life CPT* = Culminating Performance Task GRADE 9. GRADE11 AND GRADE 12 23 . EVALUATION AND REPORTING– MANUAL MAT14 Essentials of Mathematics MPM2D Principles of Mathematics MFM2P Foundations of Mathematics MAT24 Essential Mathematics MCR3U Functions and Relations MCF3M Functions MBF3C Mathematics of Personal Finance MEL3E Mathematics for Everyday Life MCB4U Advanced Functions& Intro Calculus MDM4U Mathematics of Data Management MGA4U Geometry & Discrete Mathematics STAFF DEVELOPMENT. GRADE 10.

SCIENCE Grade Course Type Academic TERM WORK KU CM IN AP TOTAL CPT* EXAM TOTAL FINAL ASSESSMENT Course Course Title SNC1D 9 9 10 10 10 11 11 11 11 11 11 12 12 12 12 12 12 12 University Preparation College Preparation College Preparation Workplace Preparation University/College Preparation University Preparation University Preparation Workplace Preparation College Preparation University/College Preparation University Preparation University Preparation University Preparation Locally Developed. GRADE 10. Optional Applied Academic Locally Developed Compulsory Applied Science 20 20 25 20 20 25 25 25 25 20 20 25 25 25 20 20 20 25 15 15 10 10 10 15 15 15 10 10 10 25 25 25 25 25 25 25 25 25 25 25 10 25 10 10 10 10 10 10 10 10 10 10 10 10 10 25 10 15 25 10 70 70 70 70 70 70 70 70 70 70 70 70 70 70 15 25 10 70 15 20 10 70 10 20 30 5 5 5 10 20 30 5 5 5 15 30 30 10 15 25 10 70 30 15 25 10 70 20 10 0 20 10 0 25 25 25 20 10 0 25 25 25 15 0 0 20 9 25 15 20 10 70 10 20 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 30 SNC1P Science ASSESSMENT. GRADE11 AND GRADE 12 24 CPT* = Culminating Performance Task . EVALUATION AND RESEARCH DEPARTMENT SCH4U Chemistry SPH4U Physics SPH4C Physics SCH4C Chemistry SNC4E Science SNC4M Science GRADE 9. EVALUATION AND REPORTING– MANUAL SNC14 Essential Science SNC2D Science SNC2P Science SNC24 Essential Science SBI3U Biology SCH3U Chemistry SPH3U Physics SNC3M Science SBI3C Biology SNC3E Science SBI4U Biology STAFF DEVELOPMENT.

CANADIAN and WORLD STUDIES
Course Title Grade Course Type
Academic

TERM WORK
KU CM IN AP TOTAL CPT* EXAM TOTAL

FINAL ASSESSMENT

Course

CGC1D 9 10 10 10 11 11 11 11 11 11 11 12 12 12
University University Workplace University/College University/College University Open Workplace University/College Open Applied Academic Applied

Geography of Canada, Gr. 9, Academic 20 20 20 20 20 15 20 20 20 20 15 20 20 20 15 15 15 20 15 15 15 15 15 20 20 20 15 20 20 20 20 15 20 20 15 15 15 20 15 15 15 15 20 15 15 15 20 70 70 70 70 70 70 70 70 70 70 70 15 15 20 70 15 20 10 70 10 10 10 10 30 10 10 10 10 30 10 10 10 15 15 20 70 10 20 20 20 20 20 0 20 20 20 20 0 20 20 20

9

20

15

20

15

70

10

20

30 30 30 30 30 30 30 30 30 30 30 30 30 30 30

CGC1P

Geography of Canada Gr. 9, Applied

ASSESSMENT, EVALUATION AND REPORTING– MANUAL

CHC2D

Canadian History in the Twentieth Century, Gr. 10, Academic

CHC2P

Canadian History in the Twentieth Century, Gr. 10, Applied

CHV2O

Civics

CGF3M

Physical Geography: Patterns, Processes and Interactions

CGT3E

Geographics: The Geographer's Toolkit

CGG3O

Regional Geography: Travel and Tourism

CHA3U

American History

CHW3M

World History to the Sixteenth Century

CLU3M

Understanding Canadian Law

CLU3E

Understanding Canadian Law

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

CIA4U

Analyzing Current Economic Issues

CGW4U

Canadian & World Issues: A Geographic Analysis

CGR4M

The Environment and Resources Management

University/College

CPT* = Culminating Performance Task

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

25

CANADIAN and WORLD STUDIES
Course Title Grade Course Type
Workplace

TERM WORK
KU CM IN AP TOTAL CPT* EXAM TOTAL

FINAL ASSESSMENT

Course

CGR4E 12 12 12 12 12 12
University University Workplace College University University

The Environment & Resource Management 20 20 20 15 20 20 15 20 15 20 15 15 20 15 20 70 70 70 15 15 20 70 15 20 15 70 10 10 30 10 10 15 20 15 70 10 20 20 20 0 20 20

12

15

20

15

20

70

30

0

30 30 30 30 30 30 30

ASSESSMENT, EVALUATION AND REPORTING– MANUAL

CHI4U

Canada: History, Identity and Culture

CHY4U

World History: The West and the World

CHY4C

World History: The West and the World

CHM4E

Adventures in World History

CLN4U

Canadian and International Law

CPW4U

Canadian and World Politics

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

CPT* = Culminating Performance Task

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

26

SOCIAL SCIENCES & THE HUMANITIES
Course Title Grade Course Type Open Open Open Open College University/College University/College Open University/College KU CM IN AP TOTAL CPT* EXAM TOTAL

TERM WORK

FINAL ASSESSMENT

Course

HFN2O 10 11 11 11 11 12 12 12 15 20 15 20 15 20 15 15 20 20 20 15 20 15 20 15 15 15 20 20 70 70 70 70 70 15 15 15 25 70 15 15 10 15 15 10 15 15 20 20 70 15 15 15 20 20 70 15 15 15 15 15 20 15 15 20

Food and Nutrition

10

15

15

20

20

70

15

15

30 30 30 30 30 30 30 30 30

HIF2O

Individual and Family Living

ASSESSMENT, EVALUATION AND REPORTING– MANUAL

HPC3O

Parenting

HNC3O

Fashion and Creative Expression

HIR3C

Managing Personal & Family Resources

HSP3M

Introduction to Anthropology, Psychology & Sociology

HFA4M

Food & Nutrition Sciences

HNB4O

The Fashion Industry

HSB4M

Challenge & Change in Society

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

CPI* = Culminating Performance Task

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

27

PHYSICAL EDUCATION AND HEALTH
Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL

TERM WORK

FINAL ASSESSMENT

Course

Course Title

Physical Education & Health Gr. 9 10 11 12
Open University College

9 10 5-10 5-10 35 5 10 10 45 15-20 10-15 5-10 70 70 10 5-10 45 70 10 5-10 45 70 30 30 15 30 10 5 45 70 30 0 0 0 15 0

15

5

5

45

70

30

0

30 30 30 30 30 30

ASSESSMENT, EVALUATION AND REPORTING– MANUAL

Physical Education & Health Gr. 10

Physical Education & Health Gr. 11

PPL40 12 12

Physical Education & Health Gr. 12, Open

PSE4U

Physical Education & Health Gr. 12, University

PLF4C

Physical Education & Health Gr. 12, College

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

CPT* = Culminating Performance Task

GRADE 9, GRADE 10, GRADE11 AND GRADE 12

28

GRADE 10. 10 ASSESSMENT. 12 STAFF DEVELOPMENT. 9 10 11 12 10 15 10 35 70 20 10 15 10 35 70 20 10 15 10 35 70 20 10 10 10 9 10 15 10 35 70 20 10 30 30 30 30 Arts Gr. EVALUATION AND REPORTING– MANUAL Arts Gr. GRADE11 AND GRADE 12 29 . 11 Arts Gr.ARTS Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title Arts Gr. EVALUATION AND RESEARCH DEPARTMENT CPT* = Culminating Performance Task GRADE 9.

BUSINESS STUDIES Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title Business Studies Gr. GRADE11 AND GRADE 12 BOG4E 30 Organizational Studies: Managing a Small Business CPT* = Culminating Performance Task . GRADE 10. 10 11 University/College University/College University/College Workplace/Open Workplace/Open Workplace/Open Workplace/Open University/College University/College University/College University/College University/College 10 20 20 20 10 10 10 10 20 20 20 20 20 10 10 10 10 10 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 70 70 70 70 70 70 70 70 20 20 20 70 10 20 20 70 10 15 15 15 15 10 10 10 10 10 10 20 20 70 10 20 20 15 15 15 15 20 20 20 20 20 10 20 20 70 10 20 20 10 20 20 70 10 20 30 30 30 30 30 30 30 30 30 30 30 30 30 BAF3M 11 11 11 11 11 11 12 12 12 12 12 Intro to Financial Accounting ASSESSMENT. EVALUATION AND REPORTING– MANUAL BDI3C Intro to Entrepreneurial Studies BMI3C Intro to Marketing BAI3E Intro to Accounting BDP3O The Enterprising Person BTA3O Info Technology Applications in Business BMX3E Intro to Retail & Services Marketing BAT4M Principles of Financial Accounting BDV4C Entrepreneurial Studies: Venture Planning BTX4C Information Technology in Business BBB4M Intro to International Business STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT BOH4M Organizational Studies: Organizational Behaviour & Human Resources 12 Workplace Workplace Workplace Workplace BAN4E 12 12 12 Accounting for a Small Business 10 10 10 10 20 20 20 20 20 20 20 20 20 20 20 20 70 70 70 70 15 15 15 15 15 15 15 15 30 30 30 30 BTX4E Information Technology in Business BBB4E Intro to International Business GRADE 9.

10Computer Studies Technological Education Part A: Broad Based Technology ICE3M Technological Education Part B: Computer Studies ICE3E Technological Education Part B: Computer Engineering Workplace Technological Education Part A: Broad Based Technology 12 12 12 15 15 20 10 20 20 10 20 20 20 20 20 70 70 70 30 10 15 0 20 15 30 30 30 ICE4M Technological Education Part B: Computer Studies ICE4E Technological Education Part B: Computer Engineering Workplace STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT CPT* = Culminating Performance Task GRADE 9.TECHNOLOGICAL EDUCATION Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title Integrated Technologies Gr. 10 Broad Based Technology Technological Education Gr. 9 9 10 10 11 11 11 15 15 20 20 20 10 20 20 70 70 10 20 20 20 70 20 10 20 20 70 10 30 10 20 10 20 20 20 70 30 0 20 0 20 10 10 20 20 20 70 30 0 30 30 30 30 30 30 ASSESSMENT. GRADE11 AND GRADE 12 31 . GRADE 10. EVALUATION AND REPORTING– MANUAL Technological Education Gr.

11 GSL30 Advanced Learning Strategies: Skills for Success After Secondary School 12 20 15 15 20 GSL40 Advanced Learning Strategies: Skills for Success After Secondary School 70 30 0 30 STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT CPT* = Culminating Performance Task GRADE 9. 10 ASSESSMENT. 11 GPP30 Leadership & Peer Support Gr. GRADE 10. EVALUATION AND REPORTING– MANUAL GWL30 Designing Your Future Gr. GRADE11 AND GRADE 12 32 . 9 9 20 15 15 20 70 30 0 30 30 30 30 30 GLC20 Career Studies Gr.GUIDANCE & CAREER EDUCATION Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title GLS10 10 11 11 11 20 15 15 20 70 20 15 15 20 70 30 30 20 15 15 20 70 30 10 20 20 20 70 30 0 0 0 0 Learning Strategies Gr.

12: HHS Family STAFF DEVELOPMENT.RELIGIOUS EDUCATION Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL TERM WORK FINAL ASSESSMENT Course Course Title Religious Education Gr. 10 ASSESSMENT. EVALUATION AND REPORTING– MANUAL Religious Education Gr. EVALUATION AND RESEARCH DEPARTMENT CPT* = Culminating Performance Task GRADE 9. 11 Religious Education Gr. GRADE11 AND GRADE 12 33 . 11 11 12 12 Religious Education Gr. GRADE 10. 12 : Philosophy Religious Education Gr. 9 10 11 University Open 9 20 20 20 20 20 15 20 15 70 15 20 15 70 15 15 20 70 20 10 10 15 15 20 70 20 15 15 20 70 20 10 10 10 20 20 20 15 20 15 70 10 20 30 30 30 30 30 30 Religious Education Gr.

Appropriate adaptations include: • modified expectations (e. students in the early stages of learning English and/or at early stages of development in English literacy will need program adaptations in order to be successful. simplified texts and bilingual dictionaries) Modified assessment strategies (e. In some courses.language English speakers. strategic use of students’ first languages) a variety of learning resources (e. however. Participation in ESL/ELD courses assists second-language learners to make rapid progress.ASSESSMENT.. use of visual material.language speakers in their ability to use English for academic purposes. participating in academic discussions.g. modification of some or all of the expectations) a variety of instructional strategies (e.g. peer tutoring. EVALUATION AND REPORTING– MANUAL GRADE 9. or writing essays or examination answers may be much more difficult for these students than for fir st. • • • • STAFF DEVELOPMENT. students who arrive as beginning learners of English during their secondary school years may not have enough time to catch up with their peers by the end of Grade 12.. GRADE 10.g. extensive use of visual cues. Although many students become proficient users of English for day-to-day purposes within two years.g. granting of extra time. GRADE11 AND GRADE 12 c) English as a Second Language and English Literacy Development Integration into Mainstream Subject Classes The successful integration of students who are learning English into the academic and social life of the school requires all teachers to work together to support them. EVALUATION AND RESEARCH DEPARTMENT 34 .. graphic organizers. Their relatively limited vocabulary may make reading some textbooks difficult. Most students who have completed their ESL and /or ELD courses will therefore continue to need support from their subject teachers to achieve success.. reading textbooks. use of oral interviews and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English). and in some cases inexperience with complex sentence patterns may make it difficult for them to write as fluently as some of their peers. students may require seven years to catch up to first.

use a cloze passage instructions on tests and exams are clear and simply worded students have access to dictionaries during tests and exams students may write tests/exams with the ESL teacher portfolio and performance based assessment are excellent for secondlanguage learners more recent assessments are more indicative of a second language learner’s knowledge and skills. • STAFF DEVELOPMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 Note: When learning expectations in a courses other than ESL and ELD are modified or accommodations to the learning environment are made. (All the above information was taken directly from the English as a Second Language and English Literacy Development Curriculum Policy Document.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 35 .language learners in mainstream subject areas include: • • • • • • • learning may be demonstrated in the first language extra time for tests/exams reduce the language in assessment tasks e.. pages 7-8. GRADE 10.) Other appropriate assessment accommodations for second. this must be clearly indicated on the students’ report card.g.

and equipment with others • establishes positive relationships with peers and adults • responds. and opinions of others • shares resources. materials. and activities independently • persists with tasks • follows schedules and uses planners to organize time effectively • adheres to established timelines • explores. and the school • helps to motivate others and encourages others to participate • considers both the immediate and long-term effects of his or her • actions on others • respects the rights. support or praise • seeks consensus before making decisions • shares responsibility for carrying out decisions • shares responsibility for difficulties encountered during an activity STAFF DEVELOPMENT. resources. acknowledges. GRADE 10. GRADE11 AND GRADE 12 3. In each course teachers will be required to evaluate five learning skills according to these four descriptors: E G S N = = = = excellent good satisfactory needs improvement The five learning skills with a descriptor for each area follow.ASSESSMENT. Assessment and Evaluating the Learning Skills for Each Subject. EVALUATION AND RESEARCH DEPARTMENT 36 . EVALUATION AND REPORTING– MANUAL GRADE 9. and considers differing opinions respectfully • follows classroom and school procedures • assumes responsibilities in groups. selects. and is sensitive to the needs and welfare of others • paraphrases points of view to help understanding • recognizes contributions of group members through encouragement. Works independently • attends regularly and is punctual • works well without supervision • completes tasks and assignments on time and with care • accepts responsibility for own behaviour • follows routines and instructions without supervision • identifies and pursues learning goals and tasks independently • responds and participates in a variety of learning activities • selects learning materials. Note that these lists are not exhaustive. Teachers will have other relevant observations to report. and uses a variety of learning strategies Teamwork • works cooperatively with others • listens to. the classroom. property.

records process and results • supports class organizational structures • applies logic in solving problems Work Habits/Homework • completes homework on time and with care • comes to class prepared for learning • puts forth consistent effort • follows directions and completes all homework tasks • shows attention to detail • demonstrates interest and enthusiasm in homework assignments • begins work promptly • chooses and uses materials and equipment correctly. EVALUATION AND REPORTING– MANUAL GRADE 9. STAFF DEVELOPMENT. GRADE11 AND GRADE 12 Organization • organizes materials and equipment effectively • organizes information logically and creatively and manages it effectively • recognizes when assignments and projects would benefit from • additional information and identifies the type of informatio n needed • devises a plan to solve problems • carries out the plan. EVALUATION AND RESEARCH DEPARTMENT 37 . safely.ASSESSMENT. CD-ROMs. and explores • seeks additiona l and new information from library books. GRADE 10. creatively • uses time effectively • stays with complex projects that require sustained effort • attends to task at hand • demonstrates flexibility and adaptability Initiative • welcomes new tasks and seeks new opportunities for learning • responds to challenges • seeks challenges and takes risks • is interested in and curious about objects and events • observes. questions. and other resources • identifies problems to solve and conducts experiments • approaches new learning situations with confidence • demonstrates a positive attitude towards learning • generates questions for further inquiry • investigates and obtains information independently • develops original ideas and innovative procedures • attempts a variety of learning activities • seeks assistance when necessary • participates in co-curricular activities The mark should reflect the most consistent achievement.

EVALUATION AND RESEARCH DEPARTMENT 38 . GRADE11 AND GRADE 12 Section C STAFF DEVELOPMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE 10.ASSESSMENT.

(* I need to learn Parts 1-7 of this handout) 3. you must type teach2000 this password is case sensitive. and Grade 11 Report Card Version The OCCDSB Grade 9. Working On-line (ISP) – you have an ISP (Internet Service Provider) and you want to dial up and work live on the school’s database. 10 and 11 Report Card software was created by Jim Dale. Coordinator of Information Technology . you will see Connected to Server written in the bottom left corner of the main window. When you add comments you can not fill.up connection to the Internet.in the very last line.Academic Services. Your work is saved as you go. times late and learning skill grades.). you will have to bubble (fill. STAFF DEVELOPMENT. When you are working on-line. (*I need to learn Parts 1-3 + Part 8 of this handout) c) Passwords 1. At this time. Read further into this document for the step by step directions on the following. School Net (Online) – this is the easiest way to use the report. These forms will be sent to SAS (Student Administration System) where this information will be entered into the grade 9 database and will appear on your electronic report cards at some later date. You fill-out your comments in school. Grade 10. You have the option of working from home. special student status. This would include their marks.in the proper forms) your student’s results. school or anywhere that has a dial. after you click on this icon. absences and times late. 1. GRADE 10. learning skills. EVALUATION AND REPORTING– MANUAL GRADE 9. You will be able to access the program through the Teacher Desktop. You would save offline using a floppy disk. You will see the box drop. but this line will not print. a) Overview – Notes This electronic version of the grade 9 report card allows you to view you student’s marks.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 39 . days late. (* I need to learn Parts 1-3 of this handout) 2. when this happens you need to take out the last few words or revise your sentence. b) Ways to Work on Your Report Card There are 3 ways to activate this report card and enter your comments. To access the program initially. You will be able to add your comments for each student in a very user-friendly enviro nment. This report card is connected to an active (live) database that will store your comments and save your work automatically (if you are using it from a school’s networked computer or your ISP. You must save your comments on the floppy as you work. GRADE11 AND GRADE 12 Introduction Grade 9. The comment box is actually one line longer than what you see in the program. Working Offline – You want to work at home (or up at your cabin).

they are listed in alphabetical order. inde and team. EVALUATION AND REPORTING– MANUAL GRADE 9. Move your pointer over a yellow area on the screen. In the yellow area to the left. As you follow through the tutorial we will be using these buttons.Insert He in the green box. .Next student .Previous student . 7. Comment and Name. . . Each step will be checked when completed. Here are their functions: . your pointer turns to a text tool. Hold your pointer over them to see the full name.Accept changes .Insert the comment in the green box. EVALUATION AND RESEARCH DEPARTMENT 40 . 2. or press the enter key.Last student .Save a bookmark .K. yellow areas and symbols to view their function within the program.Insert student’s name in the green box. The words in a vertical line such as. you will be in the main window.Spell check current green comment. You should go through all of the buttons. you will see the first student in yo ur class .Paste form the clipboard to the green box. Click on this icon. At the password window enter the password teach2000 Click O. As soon as you click on the course you wish to enter comments for. Read the screen carefully and follow the 4 steps.Go to saved bookmark STAFF DEVELOPMENT.First student . Login to the teacher desktop of a computer. Double-click on this icon. . 10.Copy to the clipboard from the green box. 9. . . Others words such as. 5.Insert She in the green box.Reject changes . 4.Undo what you just typed. . You will be provided with another personal password to access your student’s report card.ASSESSMENT. buttons and partial words. 8. When you stop moving. a message will appear with the name of the section. are learning skills. GRADE11 AND GRADE 12 2. 3. are buttons. 6. 11. 12. . d) Part 1: Working in School Getting to the Main Window 1. Try this procedure with all of the yellow areas. GRADE 10.

EVALUATION AND RESEARCH DEPARTMENT 41 . You should spell check each comment so click the Spell button and follow the directions on the screen. 7. You will be starting with the STRENGTH. STAFF DEVELOPMENT. Repeat steps 3-5 to add the weakness. 13. Read each statement and choose another area by clicking the plus sign again. Click the plus sign again and you will see the L1 L2 L3 and L4 statements. Remember to look at the entire comment and make any necessary changes. Each teacher should write a personalized next step as the third comment. 9. 2. Click into the large comment box and click the Name button. Now click the He or She button. you can still input the comments and the bubbled data will be imported ASAP. Notice that the plus signs turn to a negative sign. EVALUATION AND REPORTING– MANUAL GRADE 9. 6.ASSESSMENT. GRADE 10. Click on the small + sign to the left of the subject you would like to add a comment for. Click Load Comments from the Menu at the top of the window. 3. 10. GRADE11 AND GRADE 12 13. If the marks or letter grades do not appear. If you click them twice. they will open and close the section. 5. The yellow areas will be filled. 4. e) Part 2: Entering a Comment 1.in with the information that you supplied on the bubble sheets. Choose the most appropriate comment for that student by clicking once. Now click the Comment button. The statement appears in the box. You will see that it turns turquoise (or becomes highlighted). 8. 12. 11.

GRADE 10. GRADE11 AND GRADE 12 Section D STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT 42 .ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9.

and needs. a) The Individual Education Plan: • • • Exceptional students Individualized Education Plan • Must be prepared for all students who have been identified as “Exceptional” by an IPRC May be prepared for students receiving special education programs and services but who have not been formally identified as “Exceptional” Outlines the student’s expectations (may be modified). When planning instruction and activities and developing course materials. and accommodations identified for each student. and of the expectations for learning a tool to help teachers monitor and communicate student growth a flexible working document an accountability tool an ongoing record of programming indicating the special education programs and/or services needed to assist the student in achieving his/ her learning expectations a document to be used with the provincial report card. STAFF DEVELOPMENT. learning expectations. interests. Teachers may find it necessary to make modifications to the learning expectations for a course by changing the amount and type of material covered or they may find it necessary to made accommodations to the learning environment by changing their style of presentation.ASSESSMENT. their use of technology. GRADE11 AND GRADE 12 Section D: Exceptional Students . EVALUATION AND REPORTING– MANUAL GRADE 9. An IEP is … • • • • • • • • • a written plan describing the special education program and/or services required by a particular student. if an Intensive Support Amount (ISA) funding claim is submitted on behalf of a student who has not been identified as exceptional by an IPRC. accommodations.Program Planning and Assessment Special education staff will assist teachers in finding information on meeting the needs of exceptional students. needs. and their assessment and evaluation strategies. Must be developed as supporting documentation. their methods of organization. GRADE 10. programs and services. EVALUATION AND RESEARCH DEPARTMENT 43 . The use of specialized equipment and the assistance of professional and paraprofessional staff may also be required to accommodate the exceptional student’s needs. teachers must take into account the strengths. evaluation. not a daily lesson plan itemizing every detail of the students education produced collaboratively a summary of the student’s strengths. This information must be included in the student’s Individual Education Plan (IEP) and the principal must ensure that the IEP is developed within thirty days of placement of an exceptional student in a particular program. but who is receiving special education program and/or services. and a “Transition Plan” for those over age 14.

or similar to. Credit is granted. Students earning credits STAFF DEVELOPMENT. • simplifying test instructions and language of questions. c) What are accommodations and how do they impact on the student’s achievement? Accommodations are: • specific supports or services that will help the student access the curriculum and demonstrate learning. 1999 All students identified as exceptional must have access to an education that will enable them to develop essential knowledge and skills. or allowing oral responses. EVALUATION AND RESEARCH DEPARTMENT 44 . those in the Ontario Curriculum but accommodations to the learning environment may be needed. • For some students with an IEP. or word processors. • A small number of students will require alternative expectations not derived from the provincial curriculum. An IEP must be developed and the following should be considered: • Exceptional pupils should be given every opportunity to achieve the expectations in the Ontario Curriculum. curriculum expectations for a course will be modified to meet the student’s needs and specialized services or other accommodations may be provided to help the student achieve the expectations. • changing the format of the assessment materials. • providing a quiet environment. GRADE11 AND GRADE 12 What does the Ministry of Education and Training say in its policy about high school reform and exceptional pupils? b) Ontario Secondary Schools. typewriters. • providing for the use of scribes. tape recorders. • providing alternative homework assignments. • necessary in order to ensure the student’s continuous growth. The student’s achievement of the expectations will be assessed in accordance with the discipline specific assessment policies given in the provincial curriculum documents. EVALUATION AND REPORTING– MANUAL GRADE 9. Depending on the needs of the student.ASSESSMENT. GRADE 10. Grades 9 to 12: Program …. development and success. the expectations will be the same as. and • basing classroom assessment on the full range of student’s work. accommodations to assessment and procedures and strategies may include: • changing the time requirements for completing tasks. • allowing students to retake classroom tests or redo classroom assignments to improve their performance. • For most exceptiona l students.

Students working with modified expectations may also be provided with accommodations. and will decide whether the student will receive a credit for the course. but in relation to the expectations set out in the student’s IEP. GRADE 10. e) How is achievement assessed for those students requiring a program based on alternative expectations as indicated on their IEP? A very small number of exceptional pupils may require alternative expectations that are not derived from provincial curriculum policy documents.ASSESSMENT. The students will not be granted a credit for the successful completion of a course that consists of alternative expectations. EVALUATION AND REPORTING– MANUAL GRADE 9. Students receiving a modified program are assessed in accordance with the discipline-specific assessment policies given in the provincial curriculum documents. GRADE11 AND GRADE 12 d) What are modified expectations and how do they impact on a student’s achievement? A student’s learning expectations can be modified. Student achievement is not assessed according to the assessment policies in the provincial curriculum policy documents. EVALUATION AND RESEARCH DEPARTMENT 45 . Credit is not granted Principal determines if credit is earned STAFF DEVELOPMENT. Modified expectations: • are changes to the curriculum expectations in keeping with a student’s special needs • can include changes to the grade level of the expectations. The Principal will determine whether achievement of the modified expectation will indicate successful completion of the course.

which differ significantly from the curriculum expectations for the course.” Enter comments about the student’s achievement. } CREDIT GRANTED EXPECTATIONS 1. GRADE 10. • • Percentage grade and credit on the report card Check the IEP box for every course to which the plan applies • • REPORTING Percentage grade and credit Check off the IEP box for every course to which the plan applies 2. presentation. EVALUATION AND RESEARCH DEPARTMENT 46 . } NO CREDIT GRANTED EXPECTATIONS ASSESSMENT • • • REPORTING Percentage grade on the report card Enter 0 in the credit earned column. courses or skill area and progress in this program. Attached IEP outlines modifications and accommodations to the Ontario Curriculum for each subject. The IEP lists a representative sample of the modifications to the Ontario Curriculum and the appropriate accommodations in such subject course or skill area for the reporting period. Grade level expectations from the Ontario Curriculum with accommodation in resources. The IEP indicates appropriate accommodations which allow student to work with the Ontario Curriculum expectations Assess according to discipline specific assessment policies set out in curriculum policy documents. 3. ASSESSMENT Assess according to discipline specific assessment policies set out in curriculum policy documents. etc. Modified expectations which Assess the achievement of the the Principal deems to be modified expectations ineligible for credit. EVALUATION AND REPORTING– MANUAL GRADE 9. using the provincial report card. A different format may be used for students working on alternative expectations. testing. GRADE11 AND GRADE 12 f) The Provincial Report Card and the IEP Student progress towards meeting annual goals and learning expectations must be evaluated at least once in every reporting period and the results must be reported to parents. strategies. Modified expectations which the Principal deems to be eligible for credit.ASSESSMENT. Include the following statement in the report card comments section: “This percentage grade is based on achievement of the expectations specified in the IEP. • • STAFF DEVELOPMENT.

EVALUATION AND RESEARCH DEPARTMENT 47 . GRADE11 AND GRADE 12 f) The Provincial Report Card and the IEP (cont'd) } NO CREDIT GRANTED (cont'd) EXPECTATIONS 4. and next steps) is listed on the attached IEP – in most cases. areas of improvement. percentage grades would not be appropriate. STAFF DEVELOPMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. Alternate curriculum expectations as laid out in the IEP ASSESSMENT Assess achievement of the alternate expectations REPORTING Note: The IEP alone may be used as an alternative format for reporting when none of the student’s learning expectations are derived from the provincial curriculum.ASSESSMENT. although integration teachers should comment on participation • Evaluation of the student’s program (strengths. When using the report card: • Check IEP box • No mark or credit on the report card. GRADE 10.

EVALUATION AND RESEARCH DEPARTMENT 48 . GRADE11 AND GRADE 12 Section E Communication STAFF DEVELOPMENT.ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE 10.

It records the number of credits the student has achieved in the different subject areas. 10. The report card provides clear. “The Provincial Report Card for Grades 9-12 ensures that all students attending publicly funded secondary schools in Ontario receive a standard report card based on the Ontario curriculum. the report card provides opportunities for parents to comment on students’ achievement and to identify ways in which they can support their learning at home. EVALUATION AND RESEARCH DEPARTMENT 49 . At regular intervals. students’ achievement must be formally reported to students and parents following Ministry of Education & Training and Board Policies. It also provides opportunities for students to assess their progress and reflect on the goals they have set in their annual education plans. EVALUATION AND REPORTING– MANUAL GRADE 9. It is important that parents complete this plan for improvement with their child and return it to the school during interviews. GRADE 10. detailed.ASSESSMENT. COMPLETION REQUIREMENTS FOR GRADUATION This page will be included with the final report card. STAFF DEVELOPMENT. It also indicates the number of hours of community involvement and the successful completion of the Ontario Secondary School Literacy Test. GRADE11 AND GRADE 12 How do I communicate? • There are many opportunities for teachers to communicate with parents and students with regards to achievement: Report cards Parent-Teacher interviews Contact by phone or note Information nights • All reporting is ongoing A. REPORT CARD .” (Ministry Guide to the Provincial Report Card. In addition. Grades 9-12. and 11. This page will only be sent with the mid-term report and it will be filed with a copy of the report in the student’s Ontario School Record (OSR). information to each student and his or her parents about how well the student is achieving the provincial curriculum expectations.HISTORY The Provincial Report Card will be used for all students in grade 9. 1999) WORKING TOGETHER .Parent/Student Response Form A feature of the Provincial Report Card is a parent/student response form.

These give students many opportunities to demonstrate their performance. oral interviews. learning style s and needs. GRADE 10. Q: Why are different assessment methods used? A: The use of different assessment methods helps teachers address students’ diverse backgrounds. the formal report cards. EVALUATION AND RESEARCH DEPARTMENT 50 . daily work. parent-teacher interviews. Also. evaluating and reporting? A: Assessment must involve the use of a wide variety of methods … These are the responsibility of the teacher … continuous and essential parts of the curriculum … and must describe the student’s progress toward achieving the expectations … Q: How will I know how my child is progressing? A: Your child will show what he/she knows through projects. presentations. learning logs. tests/examinations. journals.ASSESSMENT. All reporting will be on-going and related to the expectations. GRADE11 AND GRADE 12 Frequently asked questions Q: What does the Ministry of Education and Training say about assessing. written assignments and demonstrations. contact with teachers and school personnel will give parents the opportunity to gather further feedback. EVALUATION AND REPORTING– MANUAL GRADE 9. abilities. STAFF DEVELOPMENT.

All reporting will be on-going and related to the expectations. Q: What does the Ministry of Education and Training say about assessing. and (4) application. It also indicates the number of hours of community involvement and the successful completion of the Grade 10 Reading and Writing Test. presentations. Staff Development. This page will only be sent with the mid-term report and it will be filed with a copy of the report in the student’s Ontario School Record (OSR). and assigning a value to represent that quality. Nepean. Ontario. GRADE 9. It is important that parents complete this plan for improvement with their child and return it to the school during interviews. STAFF DEVELOPMENT. tests/examinations.Parent/Student Response Q: Why are different assessment methods used? A: The use of different assessment methods helps teachers address students’ diverse backgrounds. These give students many opportunities to demonstrate their performance. Evaluation & Research Department 9 Leeming Drive. Satisfactory or Needs Improvement for each course. daily work. ASSESSMENT. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in achievement of the curriculum expectations in each course. parent. abilities.ca . It records the number of credits the student has achieved in the different subject areas. contact with teachers and school personnel will give parents the opportunity to gather further feedback. learning logs. The achievement levels include four categories: (1) understanding of concepts. journals.” (IBID) y Working Together . initiative. evaluating and reporting? A: Assessment must involve the use of a wide variety of methods … These are the responsibility of the teacher … continuous and essential parts of the curriculum … and must describe the student’s progress toward achieving the expectations … Q: How will I know how my child is progressing? A: Your child will show what he/she knows through projects. (2) thinking and inquiry (3) communication of required knowledge.teacher interviews. Completion Requirements for Graduation Learning Skills Areas such as works independently. written assignments and demonstrations. OTTAWA-CARLETON CATHOLIC SCHOOL BOARD The descriptions of the achievement levels are used to assess and evaluate student learning. Evaluation refers to the process of judging the quality of student work on the basis of established criteria. oral interviews. GRADE 10. Canada K2H 5P6 Tel: (613) 829-8405 Fax: (613) 829-5609 Website: www. Also. When teachers use the achievement levels in reporting to parents and speaking with students. They are used to improve student learning. work habits/homework. in each reporting period will be assessed and reported as Excellent. EVALUATION AND RESEARCH DEPARTMENT Assessment is the process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum expectations.y y This page will be included with the final report card. “The primary purpose of assessment and evaluation is to improve student learning. EVALUATION AND REPORTING– MANUAL y Assessment & Evaluation of Student Achievement Each subject policy document describes four possible levels of student achievement. organization. the formal report cards. they can discuss what is required for students to achieve the expectations set for a particular grade. GRADE11 AND GRADE 12 51 A new feature of the grade 9 and 10 report is a parent/ student response form.occdsb. Good. teamwork.on. learning styles and needs.

Religious Education programs are based on the policy document published by the Institute of Catholic Education and the Ontario Conference of Catholic Bishops. students take a course each year in Religious Studies.that is. students receive percentage grades. GRADE 10. Open courses such as Physical Education have expectations appropriate to all students. y The New High School Curriculum 50-59% Level 1 Below 50% Insufficient achievement of curriculum expectations. ASSESSMENT. The following table provides a summary description of achievement levels in each percentage grade range based on demonstrated achievement of curriculum expectations in each course. At regular intervals. Achievement is above the provincial standard. Mathematics. Science. A high level of achievement. An Individual Education Plan (IEP) may also be prepared for students who are receiving special education programs and services but who have not been formally identified. It also provides opportunities for students to assess their progress and reflect on the goals they have set in their annual education plans. y y Religion and Family Life Students who have been formally identified as exceptional through the Identification. Achievement is at the provincial standard. the provincial standard. A credit will not be granted. internationally-competitive standards for secondary students across the province”. Placement. “The Provincial Report Card for Grades 9-12 ensures that all students attending publicly funded secondary schools in Ontario receive a standard report card based on the Ontario curriculum. detailed expectations . For every course. . In addition. Courses are defined as academic or applied for the core subjects. Grades 9-12.y y On the new Provincial Report Card for grade 9 and 10.” 70-79% Level 3 (Ministry Guide to the Provincial Report Card. and theory and application. ESL/ELD Checking this box indicates that a student is receiving English as a Second Language (ESL) or an English Literacy Development (ELD) program. the report card provides opportunities for parents to comment on students’ achievement and to identify ways in which they can support their learning at home. detailed. The report card provides clear. They differ in the balance between essential concepts and additional materials. and Review Committee (IPRC) will have an Individual Education Plan (IEP) indicated on the report card. Geography and History. specific knowledge and skills students are expected to demonstrate by the level of the course. Levels of Achievement x History The Provincial Report Card will replace school board report cards for students in grade 9 and 10. A passable level of achievement. GRADE 9. students’ achievement must be formally reported to students and parents following Ministry of Education & Training and Board Policies. information to each student and his or her parents about how well the student is achieving the provincial curriculum expectations. Achievement is below the provincial standard. EVALUATION AND RESEARCH DEPARTMENT From: The Ontario Curriculum 9 and 10 Program Planning and Assessment—1999 y What does IEP mean on the Report? “… establishes high. EVALUATION AND REPORTING– MANUAL Percentage Grade Range Achievement Level Level 4 80—100% Summary Description A very high to outstanding level of achievement. but approaching. English. Achievement is below. GRADE11 AND GRADE 12 52 In the Ottawa-Carleton Catholic School Board. the new curriculum outlines clear. 1999) 60-69% Level 2 A moderate level of achievement. French as a Second Language. STAFF DEVELOPMENT.

10 STAFF DEVELOPMENT.ASSESSMENT. GRADE 10. GRADE11 AND GRADE 12 Copy of the Provincial Report Card Grade 9 . EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 53 .

EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 54 . GRADE11 AND GRADE 12 APPENDIX A STAFF DEVELOPMENT.ASSESSMENT. GRADE 10.

EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 55 . GRADE11 AND GRADE 12 APPENDIX A STAFF DEVELOPMENT.ASSESSMENT. GRADE 10.

EVALUATION AND RESEARCH DEPARTMENT 56 .ASSESSMENT. GRADE11 AND GRADE 12 APPENDIX A STAFF DEVELOPMENT. GRADE 10. EVALUATION AND REPORTING– MANUAL GRADE 9.

EVALUATION AND RESEARCH DEPARTMENT 57 . GRADE11 AND GRADE 12 Samples of Assessment Planners STAFF DEVELOPMENT. GRADE 10.ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9.

GRADE 10.ASSESSMENT.. } An example of a completed planner is included. EVALUATION AND RESEARCH DEPARTMENT 58 . insofar as they are assessed more frequently } establish a balanced assessment program in view of the categories on the Levels of Achievement Chart (i. Thinking. EVALUATION AND REPORTING– MANUAL GRADE 9. Communication. Knowledge. Application).e. GRADE11 AND GRADE 12 APPENDIX B In using a Planner you will: } ensure that all expectations are addressed and assessed } determine the emphasis on significant expectations. } Sample C in Appendix B. STAFF DEVELOPMENT.

EVALUATION AND REPORTING– MANUAL Listing of Expectations Application (A) STAFF DEVELOPMENT. GRADE11 AND GRADE 12 APPENDIX B 59 .ASSESSMENT PROGRAM PLANNING Sample A UNIT: Knowledge (K) Thinking (T) Communication (C) ASSESSMENT. GRADE 10. EVALUATION AND RESEARCH DEPARTMENT In this column are listed the expectations from the subject-specific Ministry Policy Document In this column are listed the various assessment techniques to assess expectations addressing knowledge In this column are listed the various assessment techniques to assess expectations addressing thinking In this column are listed the various assessment techniques to assess expectations addressing communication In this column are listed the various assessment techniques to assess expectations addressing application GRADE 9.

C for communication. T for thinking. C K. T. EVALUATION AND REPORTING– MANUAL Sample Teacher Tool for: • For each expectation or group of expectations a letter should appear where the expectation is assessed. and A for application Assessment Strategies Quiz Self Assessment Journal Expectations Performance Task 1 Performance Task 2 STAFF DEVELOPMENT. A. GRADE 10. C T. C GRADE 9.Assessment Program Planner Tracking of Expectations Assessed Sample B ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT listed or adjusted from the course profile K. A T. GRADE11 AND GRADE 12 APPENDIX B 60 . C K. Use K for knowledge. T. A.

GRADE 10.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 61 . EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 Samples of Tracking Forms STAFF DEVELOPMENT.

ASSESSMENT. GRADE 10. EVALUATION AND RESEARCH DEPARTMENT 62 . EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 APPENDIX C Student Tracking for title of course Ongoing assessment tasks (70%) F I n a l Student STAFF DEVELOPMENT.

EVALUATION AND REPORTING– MANUAL MODULE Most Recent Consistent Level % % by Category (see subject specific) x = Assessment Tasks Knowledge & Understanding Communication x = Thinking & Inquiry x = STAFF DEVELOPMENT. GRADE 10.ASSESSMENT & EVALUATION TRACKING SHEET Grade/Course _____________________ Term/Semester____________ (Subject Specific) SAMPLE Student _______________________________________ ASSESSMENT. GRADE11 AND GRADE 12 APPENDIX C 63 . EVALUATION AND RESEARCH DEPARTMENT Application x = TOTAL Total ________% GRADE 9.

GRADE11 AND GRADE 12 Sample Rubric Template STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT 64 . GRADE 10. EVALUATION AND REPORTING– MANUAL GRADE 9.ASSESSMENT.

GRADE11 AND GRADE 12 APPENDIX D Sample Rubric Task Mark: /32 Categories Below Level 1 Mark: (0-3) Level 1 Mark: (4) Level 2 Mark: (5) Level 3 Mark: (6-7) Level 4 Mark: (8) Mark K (Criteria Descriptors) /8 T /8 C /8 A /8 STAFF DEVELOPMENT.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 65 . GRADE 10. EVALUATION AND REPORTING– MANUAL GRADE 9.

EVALUATION AND RESEARCH DEPARTMENT The student The student The student The student Application Insufficient Evidence The student The student The student The student GRADE 9. GRADE 10.Expectations The student Insufficient Evidence The student The student The student Categories Below Level 1 Level 1 Level 2 Level 3 Level 4 ASSESSMENT. EVALUATION AND REPORTING– MANUAL Knowledge/ Understanding Thinking/ Inquiry Insufficient Evidence The student The student The student The student Communication Insufficient Evidence Achievement Chart STAFF DEVELOPMENT. GRADE11 AND GRADE 12 APPENDIX D 66 .

GRADE 10.ASSESSMENT. EVALUATION AND RESEARCH DEPARTMENT 67 . EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 Glossary of Terms STAFF DEVELOPMENT.

EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 68 .). E – excellent / G – good / S – satisfactory / N – needs improvement) Final Grade: 70% of the students’ final grade will be based on assessments and evaluation conducted throughout the course.achievement is below but approaching the provincial standard . GRADE11 AND GRADE 12 APPENDIX E Glossary Achievement Chart: The chart provides a standard province-wide method for teachers to use in assessing and evaluating students’ achievement. Achievement levels: These are levels or degrees of achievement described in detail in the Achievement Charts (which appear in detail in the secondary curriculum policy documents). These levels of achievement are associated with percentage grades. etc.) Letter grades are used in the evaluation of Learning Skills. (i. These will be provided by the MET.ASSESSMENT. teamwork. STAFF DEVELOPMENT. (i.achievement below provincial standard Below 50% no credit is given Exemplars: These are samples of students’ work that illustrate achievement at each of the achievement levels.e. and / or an other method of evaluation suitable to the course content and administered towards the end of the course. GRADE 10.e.achievement above the provincial standard . Learning Skills: These are skills that can be demonstrated by a student across the curriculum and in other behaviour at school.e. a student may be assigned a given problem wherein the solution will entail collection and management of data.achievement at the provincial level (student is well prepared for work in the next grade or course) . Performance Tasks: These are demonstrations of selected expectations that a teacher focuses on for an assessment. 30% will be based on a final evaluation in the form of an exam. Level 4: Level 3: Level 2: Level 1: 80-100% 70-79% 60-69% 50-59% . (i. homework and work habits. initiative. The student may also be required to use a scientific calculator to resolve the problem.. a performance essay.

STAFF DEVELOPMENT. GRADE11 AND GRADE 12 APPENDIX E Glossary (cont’d) Accommodations: These are supports and services provided to facilitate the achievement of learning expectations by exceptional students. and identifies the methods by which the student’s progress will be reviewed. IEP: Individual Education Plan – identifies the exceptional student’s learning expectations. GRADE 10. provision of equipment and or materials such as learning materials in Braille. EVALUATION AND RESEARCH DEPARTMENT 69 . changing the time requirement for completion of assignments or assessment tasks. ESL / ESD: Students participating in these programs may require program adaptations in some of their courses. R: Appearing on the Report Card indicates extensive remediation is required or is being provided. outlines how the school will help the student achieve the expectations.ASSESSMENT. These might include. 75 of OSS). changing the format or the assessment materials. A teacher should check the appropriate box on the report card for every course affected by either one of these programs. etc. (refer to p. EVALUATION AND REPORTING– MANUAL GRADE 9. assignment of specialist staff members.

Specific expectations describe the expected knowledge and skills in greater detail. There are three types of assessment STAFF DEVELOPMENT. on tests and in various other activities. EVALUATION AND RESEARCH DEPARTMENT 70 . Assessment and Evaluation: Assessment is the formal or informal process of gather information from a variety of sources that reflect how well a student is achieving the curriculum expectations of a course. and then assigning a value to represent that quality. EVALUATION AND REPORTING– MANUAL GRADE 9. Expectations: Expectations describe the knowledge and skills students are expected to develop and demonstrate in their classroom. GRADE11 AND GRADE 12 APPENDIX E Secondary School Reform Phase 4 Terminology Strands: Strands represent the various areas/domains that the course of study includes. Evaluation refers to the process of judging the quality of student work on the basis of established criteria. where applicable. such as the Provincial Standard. Evaluation and assessment are expectation driven. Thus. Rubric: A rubric is a scoring scale. Achievement Chart : Each subject document of the Ontario Curriculum includes an achievement chart that defines the four achievement levels.ASSESSMENT. Each chart is organized into four broad categories of knowledge and skills that are connected to the expectations. there are two sets of expectations: Overall expectations describe in general terms the knowledge and skills the students are expected to demonstrate at the end of the course. It should be given to students prior to the task and. it provides feedback to students on their current achievement and suggests strategies for improvement. consisting of a set of achievement criteria and description of levels of performance used to assess students’ work or to guide students to desired performance levels. They are organized under subheadings in order to help teachers to focus on particular aspects of knowledge as they plan learning activities. GRADE 10. For each strand. should incorporate student input.

support and guide students’ continuous progress towards achievement of expectations. They are recommended. In short. GRADE11 AND GRADE 12 APPENDIX E Secondary School Reform . STAFF DEVELOPMENT.Phase 4 -Terminology… cont’d There are three types of assessment: Diagnostic assessment is used to determine the status of a group. or of a student. Formative assessment is the ongoing collections of information that enables teachers to track. Summative evaluation determines student achie vement at the end of a unit. course.part of the 70% at the end of a course– part of the 30% Essential Courses: Locally developed courses for students who cannot meet the expectations of the academic or applied courses of Mathematics. it provides the student with the opportunity to synthesize essential knowledge and skills and apply them in a new context.versa. whether a student is moving from academic to applied or vice. but not compulsory. A student can only take three (3) essential courses throughout High School. It is the process through which teachers make formal judgment about student achievement to be used in reporting results in relation to expectations. term or year. English and/or Science. EVALUATION AND RESEARCH DEPARTMENT 71 . Usually it occurs: at the end of a unit. It is based on an authentic context and is assessed with a rubric by the teacher. EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE 10. It also allows a range of responses and therefore.ASSESSMENT. it is not overly prescriptive. Culminating Performance Assessment Task: It is a major student project that is based on several expectations (usually overall expectations) and includes a problem-solving opportunity. Crossover Materials : Materials that bridge the gap in the expectations between two kinds of Grade 9 courses.

communication and application skills. Achievement Chart Contains Four Broad Categories: a) b) c) d) 8. GRADE 10. skills. Strand: • broad curriculum area • a particular knowledge/skills set within a discipline • In all of the arts the strands: a) theory b) creation c) analysis 2. GRADE11 AND GRADE 12 APPENDIX E Terms 1. Assessment: • gathering information to determine student achievement 5. Evaluation: • process of judging the quality of student works on the basis of established criteria and assigning a value to represent that quality 6. EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 72 . Overall Expectation: • describe in general terms the knowledge/skills that students are expected to demonstrate by the end of each course 3. STAFF DEVELOPMENT. knowledge/understanding thinking/inquiring communication application/making connections a) b) c) d) In the Arts: theory (knowledge/understanding) thinking/inquiry communication creation (application) Process Exam Examination conducted over several periods/days. Achievement Chart: • reference point for all assessment practice and a framework within which to assess and evaluate student achievement 7. Specific Expectations: • describe in more specific terms the knowledge/skills that students are expected to demonstrate 4.ASSESSMENT. directed at gathering information about knowledge.

ASSESSMENT. GRADE 10. EVALUATION AND REPORTING– MANUAL GRADE 9. EVALUATION AND RESEARCH DEPARTMENT 73 . GRADE11 AND GRADE 12 Tips for Designing Quality Tests/Exams STAFF DEVELOPMENT.

ASSESSMENT. and evaluation? 5. GRADE11 AND GRADE 12 APPENDIX F TIPS FOR DESIGNING QUALITY TESTS/EXAMS Some of the important factors that need to be considered in judging the quality of a classroom tests and system exams are suggested by the following ten topics and questions: 1. Difficulty: Are the exam questions and the exam as a whole appropriate in difficulty. synthesis. Relevance: Do the types of questions included in the exam reflect the general objectives of the course and are they phrased in a format familiar to all students? 2. and an equal. Exam length: Is the exam appropriate in length for the time available. application. EVALUATION AND RESEARCH DEPARTMENT 74 . Discrimination: Do the individual questions discriminate sharply between examinees of higher and lower achievement and does the test as a whole yield a wide distribution of scores for students who differ in achievement? 7.. GRADE 10. knowledge. comprehension. EVALUATION AND REPORTING– MANUAL GRADE 9. chance to demonstrate his real achieve ment in the area covered by the exam? 9. Levels of cognitive complexity: Do the questions sample the whole range of levels of skill development e. so that good use is made of the examination period without allowing the examinee’s rate of work to have an undue influence on the score he receives? STAFF DEVELOPMENT. Objectivity: Are the questions clear enough and the answers definite enough so that any expert in the field covered by the exam would get a perfect or near perfect score? Has there been input from other teachers? Has it been reviewed by your colleagues? Is there consensus on the questions to be used? 4. Comparability: Does the exam yield scores that are consistent with those obtained from equally good independent measurements of the same achievement? How does the exam measure up against term work? How did the students do relative to the last system exam in this subject? 8. Fairness: Is the exam constructed and administered so that each student has a good. neither too hard nor too easy to function effectively with the examinees for which the exam is intended? Is the exam designed in such a way as to provide a fair measure of the student’s competence to advance to the same subject area in a higher grade or for entry to a post-secondary institution? 6.g. analysis. Balance: Is the proportion of items dealing with each aspect of achievement consistent with Board and Ministry guidelines? Are items selected appropriate to the exam design matrix? 3.

. evaluation) Decide on the relative emphasis for each category. true-false. multiple -choice. performance assessment). and that the vocabulary level and difficulty of the item are related to reading time. comprehension. analysis. Decide on the length of the test in terms of the number of items. Review examples of verbs which appropriately reflect the skills you are assessing (see handout). EVALUATION AND REPORTING– MANUAL GRADE 9. Decide in advance. selected response such as fill in the blanks. › › › › › › › › › STAFF DEVELOPMENT.ASSESSMENT.. synthesis. the criterion for success on each item and on the test as a whole (including presentation). GRADE11 AND GRADE 12 APPENDIX F Checklist for Planning a Test Decide on the content to be tested. EVALUATION AND RESEARCH DEPARTMENT 75 . or extended response (essay. Decide what distribution of difficulties are appropriate for the questions included in the test. GRADE 10. application. Decide on the cognitive level of measurement: e. Involve students in writing practice items and/or reviewing old exams. knowledge.g. short answer. Keep in mind that items that assess higher thought processes take more time than rote memory.g. Decide on which item types to include: (e. matching.

EVALUATION AND RESEARCH DEPARTMENT 76 . GRADE11 AND GRADE 12 APPENDIX F Checklist for Test Item Quality For all selected response formats it is important that…. As well. Items clearly written and focused Question posed Lowest possible reading level used Irrelevant clues eliminated Items reviewed by colleague Scoring key double checked › › › › › › Multiple Choice Items Item stem poses a direct question Repetition eliminated from response options One best or correct answer is provided Response options are brief and parallel Number of response items offered fits item context › › › › › True/False Items Statement is entirely true or false as presented › Matching Items Clear directions are given List of items for matching is brief List consists of homogeneous entries Response options are brief and parallel Extra response options offered › › › › › Fill-in-the-Blanks A direct question is posed One blank is needed to respond Length of blank is not a clue › › › The main advantage of the above formats is scoring efficiency. GRADE 10.ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. you may be able to use bubble and scantron sheets for automated scoring. STAFF DEVELOPMENT.

Discuss means to present all the facts and express both sides of the argument and then give your personal opinion. Discuss means to talk about the importance of character. Discuss means to explain fully what is meant by the statement. HERE ARE SOME INTERPRETATIONS GIVEN BY STUDENTS ! Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Ø Show or prove by explanation. GRADE11 AND GRADE 12 APPENDIX F THE MEANING OF THE WORD “DISCUSS” DISCUSS CAN MEAN DIFFERENT THINGS TO DIFFERENT PEOPLE. Discuss means to analyze in depth. Discuss means to write as much as you can about somethin g. EVALUATION AND RESEARCH DEPARTMENT 77 . using examples to illustrate.ASSESSMENT. plot. Discuss means explain in my own words using an introduction and conclusion to the statement. Ø What do you mean by the term discuss? _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _________________________________________________________________________________________ STAFF DEVELOPMENT. GRADE 10. Discuss means to present analogies and comparisons and through their juxtaposition come to a conclusion based on evidence. Discuss means to analyze. Discuss means to put down facts with evidence that supports them. to show how different events are related. etc. Discuss means to talk about. Discuss means to say everything you know about whatever is asked. covering the question from every possible angle. In the body I would put in a few points and relate them to the story to prove or disprove the statement. Discuss means to tell all you know and use proofs. EVALUATION AND REPORTING– MANUAL GRADE 9.

Illustrate. Example: Describe the Pyramids of Giza. appraise. by giving three examples from To Kill a Mockingbird. STAFF DEVELOPMENT. Example: Criticize the use of nuclear power as a means of generating electricity. give an opinion regarding the value of. Explain Make clear. make clear by using examples. how Atticus Finch was a good father.” Describe Give an account of.) Example: Illustrate. diagram. GRADE 10. GRADE11 AND GRADE 12 APPENDIX F Directing Words Students must clearly understand the meanings of other frequently used directing words. trigger a rainstorm. Enumerate Name or list in some order and in concise form. Evaluate Give the good points and the bad ones. disapproval or both). tell about. (Criticize may involve approval. tell the meaning of. It is important that students understand what each of their teachers mean by these directing words. at times. give a word picture of. Illustrate Use a picture. the use of catapults in medieval warfare. (The wording of a question using the directing word illustrate must make clear to student whether or not a sketch or diagram should be used to answer the question. Example: Explain how scientists can. using words. Example: Compare the games of basketball and lacrosse. Some other directing words and the usual meaning for each are listed below. Criticize State your opinion of the correctness or merits of an item or issue. Contrast Bring out the points of difference. interpret. Example: Enumerate the great Dutch painters of the seventeenth century studied this term. Define Give the meaning of a word or concept by placing it in the class to which it belongs and setting it off from other items in the same class. EVALUATION AND REPORTING– MANUAL GRADE 9. chart or concrete example to clarify a point.ASSESSMENT. through sketches. Example: Define the term “archetype. Compare Bring out the points of similarity AND points of difference. make plain. EVALUATION AND RESEARCH DEPARTMENT 78 . Example: Contrast Jane Austen’s Pride and Prejudice with William Thackeray’s Vanity Fair. explore the advantages and disadvantages of. tell “how” to do. Examples: Evaluate the use of teaching machines in classroom learning.

STAFF DEVELOPMENT. give your thinking about the meaning of. Example: Interpret the line “He jests at scars who never felt a wound.” and relate it to … Justify/Show How Show good reasons for. Example: Prove the reflector property of the parabola and relate it to use of dish antennae. or give evidence and present facts to support your position. EVALUATION AND RESEARCH DEPARTMENT 79 . GRADE 10. Outline Give. Example: Summarize the ways in which food can be preserved. give the meaning of. in order. in general terms. give a description of the development of. Prove Establish the truth of something by giving factual evidence or logical reasons. Trace Follow the course of. EVALUATION AND REPORTING– MANUAL GRADE 9. Example: Justify the American entry into World War II. the main points of. Example: Trace the development of counting machines from the abacus to the microcomputer. Summarize Briefly give or review the main points.ASSESSMENT. GRADE11 AND GRADE 12 APPENDIX F Directing Words (cont’d) Interpret Make plain. Example: Outline Neville Chamberlain’s argument for trying to appease H itler in the late 1930’s. sketch.

EVALUATION AND RESEARCH DEPARTMENT 80 .ASSESSMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE11 AND GRADE 12 Developing Performance Tasks STAFF DEVELOPMENT. GRADE 10.

.they provide opportunities for students to demonstrate achievement of significant skills and knowledge. Select the key expectations for that unit. Performance tasks are: Engaging.they should be completed at the end of a unit and/or a course. If more expectations are considered key you may wish to develop more than one performance task.they should integrate strands. teachers should reflect on students’ work on the activity and generate a plan for revising the task for the next time. Envision what the perfo rmance will look like as it pertains to each of the criteria and provide meaningful descriptions that will guide students to mo ve from one level to the next. . GRADE11 AND GRADE 12 APPENDIX G Developing Performance Tasks Performance tasks include the following features: . . and how well students demo nstrate that they have achieved the expectations. GRADE 10.they provide opportunities for assessment of learning skills. 3. 6.Complete the descriptors for each of the levels on the chart. where possible.Ensure a balance among the categories on the levels of achievement chart. Following completion of the performance task.ASSESSMENT. 5. 7. 4.they include both process and product/performance. Students should be involved. . This could be done alone. meaningful activities focusing on real-life problems with real-world constraints and applications.they should be completed in class where possible. Ideally 3-6 expectations are manageable for a performance task. . STAFF DEVELOPMENT. Design a task-specific rubric for the performance task. EVALUATION AND REPORTING– MANUAL GRADE 9.life problems with real-world constraints and applications.they are assessed using a rubric which includes the four categories on the achievement chart.they assess an individual stud ent’s achievement of the expectations. . or preferably with the students. . These ‘look fors’ become the criteria and are derived from the expectations. . Provide the rubric for the students when they begin the task. . Identify a unit (a cluster of expectations) 2.they are engaging. . Design a performance task on which students could demonstrate their achievement of the chosen expectations – the key learnings. with other teachers. EVALUATION AND RESEARCH DEPARTMENT 81 .Determine what you will look for as students do the task. The suggested steps in developing a performance task: 1. Consider each expectation: what it means. . meaningful activities focusing on real.

e. GRADE 10. From Lewin & Shoemaker. others outside the classroom would find value in the work. 1999:5 Ø STAFF DEVELOPMENT. EVALUATION AND REPORTING– MANUAL GRADE 9. the task has an explicit scoring system. the task is designed for an audience larger than the teacher. the task requires both the elaboration of core knowledge content and the use of key processes. EVALUATION AND RESEARCH DEPARTMENT 82 . Great Performances ASCD. i.ASSESSMENT. GRADE11 AND GRADE 12 APPENDIX G PERFORMANCE TASKS—KEY CHARACTERISTICS Ø Ø Ø Ø students have some choices in selecting or shaping the tasks. the task is carefully crafted to measure what it purports to measure..

know the initial elements that must be demonstrated in a performance. i. GRADE 10. i. Create and describe a real world context. Combine steps 1-4 in an assignment sheet.. Great Performances ASCD. GRADE11 AND GRADE 12 APPENDIX G DEVELOPING PERFORMANCE TASKS 1.g. situation.e. EVALUATION AND REPORTING– MANUAL GRADE 9. 3. Write a short description of the task. 4.e.. Be clear about your expectations. Develop your scoring guide(s) (e.ASSESSMENT... STAFF DEVELOPMENT. 5. 1999:p. the audience. and theme must engage students.e. i. 6. rubric). ideally with your students. Adapted from Lewin & Shoemaker. knowledge and skills 2. Overlay the achievement chart. EVALUATION AND RESEARCH DEPARTMENT 83 .

T. T. MI101B. GCV03B. M1201D • • • Assessment Strategies Teacher observation Conference Assignment rubric Observation checklist Organizer Assignment rubric Teacher observation Test Achievement Chart Categories (K. MIV01B. MI204B. C K. GC101D. A STAFF DEVELOPMENT.A) K. MI211D. C K. MI208B. MI201D • • • • • 3 4 GCV01D.T. C.ASSESSMENT. T. GC103B. MI203D. MIV01B. GRADE 10. C 5 • • K. C K. MI211D.C. MI102B. C. EVALUATION AND RESEARCH DEPARTMENT 84 . T. T. A K. MI208B. MI101B. MI201D. MIV01B. C K 1 2 MIV01B. GC101D. T. MIV03D. C. C K. T. T. GC102D. MI210D. MI213B GCV02B. GC101D. MIV01B. T. A K. T. MI211D. MIV03D. GRADE11 AND GRADE 12 Sample APPENDIX G Sample Planning Tool: Grade 9 Geography Academic Profile Activity/Unit Expectations UMVO3B. GC102D. MI201D GCV02B. C K. GC202D. MIV01B. GC301D. C 6 GCV02B. GCV02B. T. MI102B. UM204D. C K. MI101B. MI204B. GC203D • • Conference Peer assessment using oral presentation rubric Conference Teacher observation K. MI206B. EVALUATION AND REPORTING– MANUAL GRADE 9. T. MI304D • Performance task rubric K. MI101B.

EVALUATION AND REPORTING– MANUAL GRADE 9. GRADE 10. EVALUATION AND RESEARCH DEPARTMENT 85 . GRADE11 AND GRADE 12 Sample Student Tracking APPENDIX G Performance Task form the Assessment Planner Quiz 1 Quiz 2 Student STAFF DEVELOPMENT.ASSESSMENT.

GRADE11 AND GRADE 12 APPENDIX G A PERFORMANCE MAY BE…. Scarborough. The Handy Easy Learning Play Skillsbook for the Transition Years. 1995. Ontario STAFF DEVELOPMENT. EVALUATION AND RESEARCH DEPARTMENT 86 . GRADE 10.ASSESSMENT.. EVALUATION AND REPORTING– MANUAL GRADE 9. Report Report Lecture Debate Seminar Choral Speech Telephone Conversation Talk Show Musical Composition Discussion Group Song Scenario Play Slogan/Jingle Rock Opera Essay Poetry Story Survey Diary Questionnaire Play Script Magazine Article Book Review/Report Document “What if” story Newspaper Article Proclamation Annotated Bibliography Skit Prototype Puppet Show Demonstration Slide Show Artifact Mobile Photographs Simulation Book Computer Program Game Group Anthology Audio/Video tape Manual News Program CD-ROM Myth/ Poster Performance Scrapbook Overheads Letter to editor/ Advertisement Docudrama Pantomime Author/expert Experiment Book Cover Scroll Invention Timeline Manual Booklet Puzzle Brochure Vertical File Pamphlet Map Masks Costume Photo Essay Sculpture Blueprint Collection Mural Web Cartoon or comic strip Model Artistic Creation Diorama Learning Centre Project Cube(s) Chart Display Diagram Construction Illustration Matrices © Scarborough Board of Education 1996.