Assessment Manual

Grade 9, Grade 10,
Grade 11 and Grade 12
Ottawa-Carleton Catholic School Board

ASSESSMENT, EVALUATION GRADE 9, GRADE 10,
AND REPORTING– MANUAL GRADE11 AND GRADE 12
Acknowledgements
Staff Development, Evaluation and Research Department
Marcello Bottiglia Superintendent, Staff Development, Evaluation and Research

Bill Gartland Principal, Staff Development, Evaluation and Research
Dr. Carol Thibault Research Officer, Evaluation & Research
Secondary Program Team – Educational Programs
Lucille Miller Superintendent, Educational Programs

Helena Daly Coordinator, Educational Programs
Margie Chaput Special Program Assignment Teacher
Sandy Dobec Consultant, Educational Programs
Daniel Dionne Consultant, Educational Programs
Rosann Mullins Consultant, Educational Programs
Bev Langevin Consultant, Educational Programs
Tom Steinke Consultant, Educational Programs
Michael Scott Consultant, Educational Programs
Information Technology Department
Jim Dale Coordinator, Information Technology

Bill Fox Consultant, Information Technology
Student Services Department
Anne Marie McGillis Principal

John Legree Educational Consultant
Michelle Moore 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 2

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

Table of Contents
Section A: Policies
1. a) Ministry of Education and Training .............................................................................. 6
b) Ottawa-Carleton Catholic School Board........................................................................ 7
2. What are the key features of the policies?

a) Assessment and Evaluation Strategies ............................................................................... 8
b) The Achievement Chart .................................................................................................. 8
c) 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. How Do I Arrive At A Mark?

a) Steps To Arriving At A Final Mark .................................................................................. 17
b) Subject Specific Delineation ............................................................................................ 20
c) 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 - Grade 9-11 Report Card................................................................................. 54

Appendix B - Samples of Assessment Planners .................................................................... 58
Appendix C - Samples of Tracking Forms ............................................................................ 62
Appendix D - Sample Rubric Template ................................................................................ 68
Appendix E - Glossary of Terms ......................................................................................... 68
Appendix F - Tips for Designing Quality Tests/Exams.......................................................... 74
Appendix G - Developing Performance Tasks ...................................................................... 81

Section A

Section A: Policies
1. a) What does the Ministry of Education and Training say in its policy
about assessment, evaluation and reporting?
Program Planning and Assessment
Introduction
The Ontario Curriculum, Grades 9 to 12: Program Planning and Assess-

ment, 2000 provides essential information on aspects of policy relating to
program planning and the assessment, evaluation, and reporting of student
achievement that pertain to all disciplines in the Ontario curriculum. It is
designed as a companion piece to the Grade 9 to 11 curriculum policy docu-
ments for the individual disciplines. 1
According to the Ministry of Education and Training, the primary purpose of

assessment and evaluation is to improve student learning. Information
gathered through assessment helps teachers to determine students’ strengths
and weaknesses in their achievement of the curriculum expectations in each
course. 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, demonstrations, projects, performances, and tests) that
accurately reflects how well a student is achieving the curriculum expectations
in a course. As part of assessment, teachers provide students with descrip-
tive feedback that guides their efforts towards improvement. Evaluation refers
to the process of judging the quality of student work on the basis of established
criteria, and assigning a value to represent that quality. In Ontario secon-
dary schools, the value assigned will be in the form of a percentage grade.
1
Program Planning and Assessment – The Ontario Curriculum, Grades 9 to 12
– Ministry of Education and Training 2000 Queens Press, Toronto. P 3

1. 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.”
What characteristics does any assessment task require in order to be

fair?
• It must be reliable. The instrument or process used must produce the

same results:
♦ regardless of the time of day it is given;

♦ the location of the assessment task;
♦ the person administering the task, or;
♦ the person scoring the results.
• It must be valid. In order for an assessment task to be valid it must:
♦ reflect the expectations being assessed;

♦ use tools that are aligned with the area being assessed; The quality of
♦ allow for optimum performance of all students; performance
♦ be of sufficient length for demonstration of skills; data is more
♦ use quality tools– quality assessment generates assessment data for important
more than one category; than the
♦ reflect individual effort. quantity of
data.
Please Note: The quality of performance data is more important than the
quantity of data. Three to five summative pieces that capture achieve-
ment across the categories, is sufficient.
How can I be confident in my evaluation?
If the assessment task is fair (i.e., reliable and valid), and all the information
collected during the assessments is considered, the evaluation will also be
supported.
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, 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. If the expectations are changed,
the evaluation must be based on the altered expectations, and reported as
such.

2. What are the key features of the policies?

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

The achievement chart describes the levels of achievement of the curriculum

expectations within each category. The descriptions associated with each
level serve as a guide for gathering assessment information; 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.
The following table provides a summary description of achievement in each

percentage grade range and corresponding level of achie vement:
Percentage Achievement
Grade Range Level Summary Description
The
_____________________________________________________________ descriptions
80–100% Level 4 A very high to outstanding level of achievement. from the
Achievement is above the provincial standard. achievement
60–69% Level 2 A moderate level of achievement. Achievement is chart enable
teachers
70–79% Level 3 A high level of achievement. Achievement is at
the provincial standard. to make
consistent
judgements
below, but approaching, the provincial standard. about the
quality of
50–59% Level 1 A passable level of achievement. Achievement is
below the provincial standard. student work.
A student can achieve a below Level 1( 0-49) in any category of learning. However
the report card mark can not be below 30%.
__________________________________________________________________
Level 3 (70–79%) is the provincial standard. 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, but rather that he or she demonstrates a very
high to outstanding level of achievement of the specified expectations, and a
greater command of the requisite knowledge and skills than a student
achieving in the 70–79% range (level 3). A student whose achievement is
below 50% at the end of the course will not obtain a credit for the course.
Punctuality of submission of students’ assignments:
When a student does not submit an assignment within the teacher’s timeline,
“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 n-
stration of the expectations being assessed by the assessment instrument in
question.

Under the Learning Skills category of “Works Independently” - which

assesses “completes tasks on time and with care” the student’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. At this point the teacher considers the most re-
cent and the most consistent performance within each category. The “NE” is
valuable information to support and assist the teache r’s determination of the
student’s final grade.
c) Reporting Student Achievement 4

Students must
At each reporting period when you determine a student’s overall performance be provided
score, having 3 to 5 significant pieces of assessment information focused on with
“critical learning” is ideal. numerous and
varied
Consensus regarding “critical or essential learnings” for each curriculum area opportunities
must be determined by Subject Councils. Check with your Curriculum to demonstrate
Department Head to verify these critical learnings. the full extent
of their
Student achievement must be communicated formally to students and parents achievement of
by means of the Provincial Report Card, Grades 9–12. The report card the curriculum
provides a record of the student’s achievement of the curriculum expectations expectations,
in every course, at particular points in the school year or semester, in the form across all four
of a percentage grade. It also includes teachers’ comments on the student’s categories.
strengths and the areas in which improvement is needed, along with ways in
which it might be achieved. The report card contains separate sections for
recording attendance and for evaluating the student’s learning skills in each
course.
The final percentage grade for Grade 9, 10 and 11 courses will be derived as
follows:
• 70% of the grade will be based on evaluations undertaken throughout

the course. This portion of the grade should reflect the student’s most
consistent level of achievement, with special consideration given to
the more recent evidence of achievement.
4
Ibid: p.15
* Reference: Guide to Provincial Report Card, Grade 9-12, 1999 p. 8-9

• 30% of the grade will be based on a final evaluation in the form of one
or a combination of the following: an examination, a performance, an
essay, or another method of evaluation suitable to the course content
and administered towards the end of the course. There will be no ex-
emptions from the final evaluation.
• Minimum reported grade is 30% (mid-term and final) .
In all courses, students must be provided with numerous and varied opportu-
nities to demonstrate the full extent of their achievement of the curriculum ex-
pectations, across all four categories of knowledge and skills.
Information about determining final percentage grades for Grade 11 and 12

courses is available in the document titled, The Ontario Curriculum,
Grades 9 to 12: Program Planning and Assessment Manual, 2000.
Evaluation should reflect the student’s most consistent level of achievement,
throughout the course, although special consideration should be given to more
recent evidence of achievement.

Section B

Section B: Assessment Planning and Evaluation
1. How do I plan?
a) General Guidelines
• In addition to the course outline, the teachers must communicate

how students will be assessed and evaluated at the outset of the
course.
• Assessment opportunities should be offered in class wherever pos-

sible.
• Assignments are to be completed within a timeframe designed by

the teacher and appropriate to the nature of the task.
• Assignments not submitted: An assignment not handed in trans-

lates to no demonstration of the expectations on which the assign-
ment is based. However, the Program Planning and Assess-
ment Guide states that students “must be provided with numerous
and varied opportunities to demonstrate the full extent of the ir
achievement”. Therefore, the teacher as a professional must de-
cide whether he/she has sufficient evidence without a particular
assignment being submitted to determine student demonstration of
the expectations in question.
• Numerous and varied opportunities must be provided for the stu-

dents to demonstrate achievement of the expectations.
• Teachers are expected to use a variety of assessment techniques.
• Learning skills/work and study habits not directly linked to the

subject expectations are assessed separately, and are not included
in the criteria for the subject mark.
• Comments on Learning Skills may be included on the Report

Card.
• Assessment is ongoing.

1. How do I plan?
b) Suggested Process: Design Down Model
• “Assessment is the systematic and ongoing process of collecting,

describing and analyzing information about student progress and
achievement in relation to curriculum expectations. The purpose of as-
sessment is to improve student learning and program planning. Students The overall
benefit when they clearly understand the learning expectations and rea- assessment
son for assessment. The assessment, evaluation and communication of process must
student progress and achievement are integral components of the teach- have a balance
ing and learning process. They provide the basis for a communication of assessment
process that is clear and meaningful for students and parents. The aim methods and
of assessment is primarily to educate and improve performance, not include
merely audit it.” (Wiggins, 1998) assessment of
expectations
Assessment from the
Assessment as mentioned above is the process of collecting, describing and 4 categories
analyzing information to inform instruction. Within the design down model of the levels of
described below, assessment plays a very significant role. It constantly drives achievement.
the development and modification of the teaching/learning strategies. Teachers
use diagnostic assessment –the determination of student attitudes, prior knowl-
edge and/or skill level prior to instruction to determine the starting point for the
teaching/learning strategies. Teachers also use formative assessment -the
gathering of information to provide feedback and guidance to reinforce, con-
solidate, or enrich student learning (in other words, inform instruction).
Evaluation
Evaluation refers to the process of judging the quality of student performance
for the purpose of determining a grade/mark and reporting. In Ontario secon-
dary schools the value assigned will be in the form of a percentage grade.
Formative evaluation refers to the gathering of information over time in order
to provide an evaluation. Summative evaluation occurs towards the end of a
period of instruction. The purpose is to measure a culminating performance or
knowledge and to provide data for grading and reporting. Through reporting
grades and providing comments that indicate next steps, student instruction is
once again informed by assessment and evaluation.
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. Curriculum expectations are used to develop a performance task and a
set of criteria are developed to assess how well the task is performed.
Teaching/learning strategies are then developed to provide students with the
opportunity to achieve success. The steps of this design down model are

1. 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. The overall
assessment
Design Down Model program must
have a balance
• Understand the Ontario Curriculum of assessment
Teachers need to become familiar with both the overall and specific ex- methods and
pectations found in each strand of the curriculum document. They need to include
develop a clear picture of the key/essential learnings required, along with assessment of
the specific expectations that describe key learnings in more detail. expectations
Familiarity with the curriculum will allow the teacher to easily cluster ex- from the
pectations. By clustering expectations, students will be provided with an 4 categories
experience that is rich and teachers will be able to cover the curriculum in of the levels of
a more expedient fashion. achievement.
• 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. This will help to provide the
proper context for the performance task. The verbs found in the expecta-
tions provide the clues to the connection to the appropriate knowledge/
skills category.
• 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). They need
to know what that demonstration will look like, sound like, etc. This will
help to develop a clear picture of a performance task that is authentic and
assessable - an assessment strategy. This becomes the end that students
work towards through the unit. There are a variety of assessment strate-
gies that can be used. See the chart on page? for suggestions.
• Develop Criteria for the Performance Task

Teachers need to develop a set of criteria on which to measure student per-
formance. These criteria must act as indicators for successful achievement
of the performance task. It is important that these criteria be simple, clear
and few in number (refer to Section E- g).

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, marking schemes, check- The overall
lists, etc. assessment
program must
Provide Appropriate Teaching/Learning Strategies have a balance
Teachers need to develop a variety of teaching/learning strategies to accom- of assessment
modate the different learning styles in students. These teaching/learning methods and
strategies must provide the student with many opportunities to explore, include
practise and build their knowledge and skills in order to achieve success in assessment of
their culminating demonstration. expectations
from the
4 categories
of the levels of
assessment achievement.
teaching/ topic/
Incorporation expectations and learning theme/
evaluation strategies resources

c) Keeping Track
Tracking of Student Achievement
Two samples of a Student Tracking Form are provided in Appendix C.

(Sample A and Sample B). The form can be used in combination with the
Assessment Planner to provide accountability. Essentially this is the
teacher’s grade book. The Tracking Form is only one sample instrument
which could be used. A mark management program provides the same in-
formation; the key to its interpretation is the accompanying Assessment
Planner.
2. 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. Students must have many and varied opportunities to demo n-
strate achievement. The mark should reflect the most consistent achievement
throughout the course, although special consideration should be given to more
recent evidence of achievement.
The final mark is a symbol of a student’s performance.
cont’d

a) What are the Steps to Arriving at a Final Mark?
1. Assess using the criteria of the 4 levels for each category of the achievement chart.
2. Record by level each category with special consideration given to most recent.
3. Arrive at level for each category by determining the most consistent level of achievement
4. Convert each level into a percent according to the subject specific breakdown in this
manual. Use the conversion chart below.
Achievement Percentage Grade Range Summary

Level
4+ 95-100 A very high to outstanding level of achievement.
Achievement is above the provincial standard.
Level 4 85-94
4
4- 80-84
3+ 77-79 A high level of achievement.

Achievement is at the provincial standard.
Level 3 73-76
3
3- 70-722
2+ 67-69 A moderate level of achievement. Achievement

is below, but approaching, the provincial aver-
Level age.
2 2 63-66
2- 60-62
1+ 57-59 A passable level of achievement. Achievement

is below the provincial standard.
Level
1 53-56
1
1- 50-52
BL 1 Below 50 Below 50 Insufficient achievement of curriculum expecta-

tions. A credit will not be granted.
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. A student who receives a mark below 50 at the end of a course will not
receive a credit. Minimum reported mark is 30%.

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 dis-
cipline and the type of course. It is mandated that 70% be allocated to
assessment throughout the term and 30% to a culminating assessment
using one or more instruments.
Arriving at marks varies according to the type of assessment:
• performance tasks must be assessed according to the levels of achieve-

ment chart,
• other assessments must be assessed using the levels of achievement chart.

ENGLISH TERM WORK FINAL ASSESSMENT
Course Course Title Grade Course Type KU CM IN AP TOTAL CPT* EXAM TOTAL
ENG1D English Grade 9 Academic 9 Academic 15 20 20 15 70 15 15 30
ENG1P English Grade 9 Applied 9 Applied 15 20 15 20 70 15 15 30
ENG14 Eng Grade 9 Locally Developed 9 Locally Developed 15 20 15 20 70 30 0 30

AND REPORTING– MANUAL
ASSESSMENT, EVALUATION
ENG2D English Grade 10 Academic 10 Academic 15 20 20 15 70 10 20 30
ENG2P English Grade 10 Applied 10 Applied 15 20 15 20 70 15 15 30
ENG24 Eng Gr. 10 Locally Developed 10 Locally Developed 15 20 15 20 70 30 0 30
ENG3U English Grade 11 University 11 University 15 15 25 15 70 10 20 30
ENG3C English Grade 11 College 11 College 15 20 20 15 70 15 15 30
ENG3E English Grade 11 Workplace 11 Workplace 15 20 15 20 70 30 0 30
ETC3M Canadian Literature 11 University/College 15 15 25 15 70 10 20 20
30ELS30 Literacy Skills: Reading & Writing 11 Open 15 20 15 20 70 30 0 30
EMS3O Media Studies 11 Open 15 20 20 15 70 15 15 30
ENG4U English Grade 12 University 12 University 15 15 25 15 70 0 30 30
ENG4C English Grade 12 College 12 College 15 20 20 15 70 15 15 30
STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT

ENG4E English Grade 12 Workplace 12 Workplace 15 20 15 20 70 30 0 30
ETS4U Studies in Literature 12 University 15 15 25 15 70 0 30 30
EWC4U The Writer’s Craft 12 University 10 25 20 15 70 30 0 30
EBT4O Communication in the World of 12 Open 15 20 20 15 70 30 0 30

Business & Technology
GRADE 9, GRADE 10,
20
GRADE11 AND GRADE 12
CPT* = Culminating Performance Task

FRENCH TERM WORK FINAL ASSESSMENT
French Grade 9, Core 9 Academic 20 20 15 15 70 15 15 30
French Grade 9, Extended 9 Academic 20 20 15 15 70 15 15 30
French Grade 9, Immersion 9 Academic 20 20 15 15 70 15 15 30
French Grade 9, Core 9 Applied 20 20 15 15 70 15 15 30

French Grade 10, Core 10 Academic 20 20 15 15 70 15 15 30
French Grade 10, Extended 10 Academic 20 20 15 15 70 15 15 30
French Grade 10, Immersion 10 Academic 20 20 15 15 70 15 15 30
French Grade 11, University 11 15 20 15 20 70 15 15 30
French Grade 11, Core 11 15 20 15 20 70 15 15 30
French Grade 11, Extended 11 15 20 15 20 70 15 15 30
French Grade 11, Immersion 11 15 20 15 20 70 15 15 30
French Grade 11, Core 11 Open 15 20 15 20 70 15 15 30
French Grade 12, University 12 15 20 15 20 70 15 15 30

French Grade 12, Core 12 15 20 15 20 70 15 15 30
French Grade 12, Extended 12 15 20 15 20 70 15 15 30
French Grade 12, Immersion 12 15 20 15 20 70 15 15 30
French Grade 12, Core 12 Open 15 20 15 20 70 15 15 30

GRADE 9, GRADE 10,
21
ESL TERM WORK FINAL ASSESSMENT
ESL AO 9 10 30 10 20 70 20 10 30
ESL BO 9 10 30 10 20 70 20 10 30
ESL CO 9 15 25 15 15 70 20 10 30
ESL DO 9 15 20 20 15 70 15 15 30
ESL EO 9 15 20 20 15 70 15 15 30
ESL AO 10 10 30 10 20 70 20 10 30
ESL BO 10 10 30 10 20 70 20 10 30
ESL CO 10 15 25 15 15 70 20 10 30
ESL DO 10 15 20 20 15 70 15 15 30
ESL EO 10 15 20 20 15 70 15 15 30
ESL AO 11 10 30 10 20 70 20 10 30
ESL BO 11 10 30 10 20 70 20 10 30
ESL CO 11 15 25 15 15 70 20 10 30
ESL DO 11 15 20 20 15 70 15 15 30

ESL EO 11 15 20 20 15 70 15 15 30
* = Culminating Performance Task

GRADE 9, GRADE 10,
22
MATHEMATICS TERM WORK FINAL ASSESSMENT
MPM1D Principles of Mathematics 9 Academic 25 10 20 15 70 10 20 30
MFM1P Foundations of Mathematics 9 Applied 20 10 20 20 70 15 15 30
MAT14 Essentials of Mathematics 9 Locally Developed Com- 25 10 20 15 70 30 0 30

pulsory
MPM2D Principles of Mathematics 10 Academic 25 10 20 15 70 10 20 30
MFM2P Foundations of Mathematics 10 Applied 20 10 20 20 70 15 15 30
MAT24 Essential Mathematics 10 Locally Developed Op- 25 10 20 15 70 30 0 30

tional
MCR3U Functions and Relations 11 University Preparation 25 10 20 15 70 5 25 30
MCF3M Functions 11 University/College Prepa- 25 10 20 15 70 10 20 30

ration
MBF3C Mathematics of Personal Finance 11 College Preparation 25 15 15 15 70 20 10 30
MEL3E Mathematics for Everyday Life 11 Workplace Preparation 25 10 20 15 70 15 15 30
MCB4U Advanced Functions& Intro Calculus 12 University Preparation 25 10 20 15 70 5 25 30
MDM4U Mathematics of Data Management 12 University Preparation 25 10 20 15 70 20 10 30
MGA4U Geometry & Discrete Mathematics 12 University Preparation 25 10 20 15 70 5 25 30
MAP4C College & Apprenticeship Mathematics 12 College Preparation 25 15 15 15 70 20 10 30

MCT4C Mathematics for College Technology 12 College Preparation 25 15 15 15 70 20 10 30
MEL4E Mathematics for Everyday Life 12 Workplace Preparation 25 10 20 15 70 15 15 30

GRADE 9, GRADE 10,
23
SCIENCE TERM WORK FINAL ASSESSMENT
SNC1D Science 9 Academic 25 15 20 10 70 10 20 30
SNC1P Science 9 Applied 20 15 25 10 70 20 10 30
SNC14 Essential Science 9 Locally Developed 20 15 25 10 70 30 0 30

Compulsory
SNC2D Science 10 Academic 25 15 20 10 70 10 20 30
SNC2P Science 10 Applied 20 15 25 10 70 20 10 30
SNC24 Essential Science 10 Locally Developed, 20 15 25 10 70 30 0 30

Optional
SBI3U Biology 11 University Preparation 25 10 25 10 70 5 25 30
SCH3U Chemistry 11 University Preparation 25 10 25 10 70 5 25 30
SPH3U Physics 11 University Preparation 25 10 25 10 70 5 25 30
SNC3M Science 11 University/College 25 10 25 10 70 10 20 30

Preparation
SBI3C Biology 11 College Preparation 20 15 25 10 70 20 10 30
SNC3E Science 11 Workplace Preparation 20 15 25 10 70 30 0 30
SBI4U Biology 12 University Preparation 25 10 25 10 70 5 25 30
SCH4U Chemistry 12 University Preparation 25 10 25 10 70 5 25 30

SPH4U Physics 12 University Preparation 25 10 25 10 70 5 25 30
SPH4C Physics 12 College Preparation 20 15 25 10 70 15 15 30
SCH4C Chemistry 12 College Preparation 20 15 25 10 70 30 0 30
SNC4E Science 12 Workplace Preparation 20 15 25 10 70 30 0 30
SNC4M Science 12 University/College 25 10 25 10 70 10 20 30

Preparation
GRADE 9, GRADE 10,
24
CANADIAN and WORLD STUDIES TERM WORK FINAL ASSESSMENT
CGC1D Geography of Canada, Gr. 9, Academic 9 Academic 20 15 20 15 70 10 20 30
CGC1P Geography of Canada Gr. 9, Applied 9 Applied 20 15 15 20 70 10 20 30
CHC2D Canadian History in the Twentieth 10 Academic 20 15 20 10 70 10 20 30

Century, Gr. 10, Academic

CHC2P Canadian History in the Twentieth 10 Applied 20 15 15 20 70 10 20 30
Century, Gr. 10, Applied
CHV2O Civics 10 Open 20 15 15 20 70 10 20 30
CGF3M Physical Geography: Patterns, Processes 11 University/College 20 15 20 15 70 10 20 30

and Interactions
CGT3E Geographics: The Geographer's Toolkit 11 Workplace 15 20 15 20 70 30 0 30
CGG3O Regional Geography: Travel and 11 Open 20 15 15 20 70 10 20 30

Tourism
CHA3U American History 11 University 20 15 20 15 70 10 20 30
CHW3M World History to the Sixteenth Century 11 University/College 20 15 20 15 70 10 20 30
CLU3M Understanding Canadian Law 11 University/College 20 15 20 15 70 10 20 30
CLU3E Understanding Canadian Law 11 Workplace 15 20 15 20 70 30 0 30
CIA4U Analyzing Current Economic Issues 12 University 20 15 20 15 70 10 20 30

CGW4U Canadian & World Issues: A 12 University 20 15 20 15 70 10 20 30
Geographic Analysis
CGR4M The Environment and Resources 12 University/College 20 15 20 15 70 10 20 30
Management
GRADE 9, GRADE 10,
25
CANADIAN and WORLD STUDIES TERM WORK FINAL ASSESSMENT
CGR4E The Environment & Resource 12 Workplace 15 20 15 20 70 30 0 30

Management
CHI4U Canada: History, Identity and Culture 12 University 20 15 20 15 70 10 20 30
CHY4U World History: The West and the 12 University 20 15 20 15 70 10 20 30

World
CHY4C World History: The West and the 12 College 20 15 15 20 70 10 20 30
World
CHM4E Adventures in World History 12 Workplace 15 20 15 20 70 30 0 30
CLN4U Canadian and International Law 12 University 20 15 20 15 70 10 20 30
CPW4U Canadian and World Politics 12 University 20 15 20 15 70 10 20 30

GRADE 9, GRADE 10,
26
SOCIAL SCIENCES & THE HUMANITIES TERM WORK FINAL ASSESSMENT
HFN2O Food and Nutrition 10 Open 15 15 20 20 70 15 15 30
HIF2O Individual and Family Living 10 Open 15 15 20 20 70 15 15 30
HPC3O Parenting 11 Open 15 15 20 20 70 15 15 30

HNC3O Fashion and Creative 11 Open 15 15 15 25 70 15 15 30

Expression
HIR3C Managing Personal & Family 11 College 15 15 20 20 70 15 15 30
Resources
HSP3M Introduction to Anthropology, 11 University/College 20 15 20 15 70 10 20 30
Psychology & Sociology
HFA4M Food & Nutrition Sciences 12 University/College 15 15 20 20 70 15 15 30
HNB4O The Fashion Industry 12 Open 15 20 15 20 70 15 15 30
HSB4M Challenge & Change in 12 University/College 15 20 20 15 70 10 20 30

Society
CPI* = Culminating Performance Task

GRADE 9, GRADE 10,
27
PHYSICAL EDUCATION AND HEALTH TERM WORK FINAL ASSESSMENT
Physical Education & Health 9 15 5 5 45 70 30 0 30

Gr. 9
Physical Education & Health 10 10 10 5 45 70 30 0 30
Gr. 10
Physical Education & Health 11 5-10 10 5-10 45 70 30 0 30

Gr. 11
PPL40 Physical Education & Health 12 Open 5-10 10 5-10 45 70 30 0 30
Gr. 12, Open
PSE4U Physical Education & Health 12 University 35 15-20 10-15 5-10 70 15 15 30
Gr. 12, University
PLF4C Physical Education & Health 12 College 5 10 10 45 70 30 0 30
Gr. 12, College

GRADE 9, GRADE 10,
28
ARTS TERM WORK FINAL ASSESSMENT
Arts Gr. 9 9 10 15 10 35 70 20 10 30
Arts Gr. 10 10 10 15 10 35 70 20 10 30
Arts Gr. 11 11 10 15 10 35 70 20 10 30
Arts Gr. 12 12 10 15 10 35 70 20 10 30

GRADE 9, GRADE 10,
29
BUSINESS STUDIES TERM WORK FINAL ASSESSMENT
Business Studies Gr. 10 10 20 10 20 20 70 10 20 30
BAF3M Intro to Financial Accounting 11 University/College 20 10 20 20 70 10 20 30
BDI3C Intro to Entrepreneurial 11 University/College 20 10 20 20 70 10 20 30

Studies
BMI3C Intro to Marketing 11 University/College 20 10 20 20 70 10 20 30
BAI3E Intro to Accounting 11 Workplace/Open 10 20 20 20 70 15 15 30
BDP3O The Enterprising Person 11 Workplace/Open 10 20 20 20 70 15 15 30
BTA3O Info Technology Applications 11 Workplace/Open 10 20 20 20 70 15 15 30

in Business
BMX3E Intro to Retail & Services 11 Workplace/Open 10 20 20 20 70 15 15 30
Marketing
BAT4M Principles of Financial 12 University/College 20 10 20 20 70 10 20 30
Accounting
BDV4C Entrepreneurial Studies: 12 University/College 20 10 20 20 70 10 20 30
Venture Planning
BTX4C Information Technology in 12 University/College 20 10 20 20 70 10 20 30
Business
BBB4M Intro to International Business 12 University/College 20 10 20 20 70 10 20 30
BOH4M Organizational Studies: 12 University/College 20 10 20 20 70 10 20 30

Organizational Behaviour &

Human Resources
BAN4E Accounting for a Small 12 Workplace 10 20 20 20 70 15 15 30
Business
BTX4E Information Technology in 12 Workplace 10 20 20 20 70 15 15 30
Business
BBB4E Intro to International Business 12 Workplace 10 20 20 20 70 15 15 30
GRADE 9, GRADE 10,
BOG4E Organizational Studies: 12 Workplace 10 20 20 20 70 15 15 30
30
Managing a Small Business

TECHNOLOGICAL EDUCATION TERM WORK FINAL ASSESSMENT
Integrated Technologies Gr. 9 9 10 20 20 20 70 30 0 30
Technological Education Gr. 10 - 10 10 20 20 20 70 30 0 30

Broad Based Technology
Technological Education Gr. 10- 10 20 10 20 20 70 10 20 30

Computer Studies
Technological Education Part A: 11 10 20 20 20 70 30 0 30
ICE3M Technological Education Part B: 11 20 10 20 20 70 10 20 30
Computer Studies
ICE3E Technological Education Part B: 11 15 15 20 20 70 20 10 30
Computer Engineering Workplace
Technological Education Part A: 12 10 20 20 20 70 30 0 30

ICE4M Technological Education Part B: 12 20 10 20 20 70 10 20 30
Computer Studies
ICE4E Technological Education Part B: 12 15 15 20 20 70 15 15 30
Computer Engineering Workplace

GRADE 9, GRADE 10,
31
GUIDANCE & CAREER EDUCATION TERM WORK FINAL ASSESSMENT
GLS10 Learning Strategies Gr. 9 9 20 15 15 20 70 30 0 30
GLC20 Career Studies Gr. 10 10 10 20 20 20 70 30 0 30
GWL30 Designing Your Future Gr. 11 11 20 15 15 20 70 30 0 30

GPP30 Leadership & Peer Support 11 20 15 15 20 70 30 0 30

Gr. 11
GSL30 Advanced Learning 11 20 15 15 20 70 30 0 30
Strategies: Skills for Success
After Secondary School
GSL40 Advanced Learning 12 20 15 15 20 70 30 0 30
Strategies: Skills for Success
After Secondary School

GRADE 9, GRADE 10,
32
RELIGIOUS EDUCATION TERM WORK FINAL ASSESSMENT
Religious Education Gr. 9 9 20 15 20 15 70 10 20 30
Religious Education Gr. 10 10 20 15 15 20 70 20 10 30
Religious Education Gr. 11 11 University 20 15 15 20 70 20 10 30

Religious Education Gr. 11 11 Open 20 15 15 20 70 20 10 30
Religious Education Gr. 12 : 12 20 15 20 15 70 10 20 30

Philosophy
Religious Education Gr. 12: 12 20 15 20 15 70 10 20 30
HHS Family

GRADE 9, GRADE 10,
33
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 aca-
demic and social life of the school requires all teachers to work together to
support them. Although many students become proficient users of English for
day-to-day purposes within two years, students may require seven years to
catch up to first- language speakers in their ability to use English for academic
purposes. Participation in ESL/ELD courses assists second-language learners
to make rapid progress; however, 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. reading textbooks, partici-
pating in academic discussions, or writing essays or examination answers may
be much more difficult for these students than for fir st- language English
speakers. Their relatively limited vocabulary may make reading some text-
books difficult, and in some cases inexperience with complex sentence pat-
terns may make it difficult for them to write as fluently as some of their peers.
Most students who have completed their ESL and /or ELD courses will there-
fore continue to need support from their subject teachers to achieve success.
In some courses, students in the early stages of learning English and/or at early
stages of development in English literacy will need program adaptations in or-
der to be successful.
Appropriate adaptations include:
• modified expectations (e.g., modification of some or all of the expecta-

tions)
• a variety of instructional strategies (e.g., extensive use of visual cues,

graphic organizers, peer
• tutoring, strategic use of students’ first languages)
• a variety of learning resources (e.g., use of visual material, simplified texts

and bilingual dictionaries)
• Modified assessment strategies (e.g., granting of extra time, use of oral

interviews and tasks requiring completion of graphic organizers and cloze
sentences instead of essay questions and other assessment tasks that de-
pend heavily on proficiency in English).

Note: When learning expectations in a courses other than ESL and ELD are
modified or accommodations to the learning environment are made,
this must be clearly indicated on the students’ report card.
(All the above information was taken directly from the English as a Second
Language and English Literacy Development Curriculum Policy Document;
pages 7-8.)
Other appropriate assessment accommodations for second- 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.g., 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 second-

language learners
• more recent assessments are more indicative of a second language

learner’s knowledge and skills.

3. Assessment and Evaluating the Learning Skills for Each Subject.

In each course teachers will be required to evaluate five learning skills ac-
cording to these four descriptors:
E = excellent
G = good
S = satisfactory
N = needs improvement
The five learning skills with a descriptor for each area follow.
Note that these lists are not exhaustive. Teachers will have other relevant
observations to report.
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, resources, and activities independently
• persists with tasks
• follows schedules and uses planners to organize time effectively
• adheres to established timelines
• explores, selects, and uses a variety of learning strategies
Teamwork
• works cooperatively with others
• listens to, acknowledges, and considers differing opinions respect-
fully
• follows classroom and school procedures
• assumes responsibilities in groups, the classroom, 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, property, and opinions of others
• shares resources, materials, and equipment with others
• establishes positive relationships with peers and adults
• responds, and is sensitive to the needs and welfare of others
• paraphrases points of view to help understanding
• recognizes contributions of group members through encouragement,
support or praise
• seeks consensus before making decisions
• shares responsibility for carrying out decisions
• shares responsibility for difficulties encountered during an activity

Organization
• organizes materials and equipment effectively
• organizes information logically and creatively and manages it effec-
tively
• 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, records process and results
• supports class organizational structures
• applies logic in solving problems
The mark should

Work Habits/Homework
reflect the most
• completes homework on time and with care
consistent
• comes to class prepared for learning
achievement.
• 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, safely, crea-
tively
• 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 explores
• seeks additiona l and new information from library books, CD-ROMs,
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

Section C

Introduction Grade 9, Grade 10, and Grade 11 Report Card Version

The OCCDSB Grade 9, 10 and 11 Report Card software was created by Jim Dale, Coordina-
tor of Information Technology - Academic Services.
At this time, you will have to bubble (fill- in the proper forms) your student’s results. This
would include their marks, learning skills, special student status, absences and times late.
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.
a) Overview – Notes
This electronic version of the grade 9 report card allows you to view you student’s marks, days
late, times late and learning skill grades.
You will be able to add your comments for each student in a very user-friendly enviro n-
ment.
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.).
When you are working on-line, you will see Connected to Server written in the bottom left cor-
ner of the main window.
When you add comments you can not fill- in the very last line. The comment box is actually
one line longer than what you see in the program, but this line will not print. You will see the
box drop, 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. You have the option of
working from home, school or anywhere that has a dial- up connection to the Internet. Read fur-
ther into this document for the step by step directions on the following.
1. School Net (Online) – this is the easiest way to use the report. You fill-out your com-
ments in school. You will be able to access the program through the Teacher Desktop.
(* I need to learn Parts 1-3 of this handout)
2. Working Offline – You want to work at home (or up at your cabin). You would save off-
line using a floppy disk. You must save your comments on the floppy as you work.
(* I need to learn Parts 1-7 of this handout)
3. 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. Your work is saved as you go.
(*I need to learn Parts 1-3 + Part 8 of this handout)
c) Passwords
1. To access the program initially, after you click on this icon, you must type
teach2000 this password is case sensitive.

2. You will be provided with another personal password to access your student’s report card.
d) Part 1: Working in School
Getting to the Main Window
1. Login to the teacher desktop of a computer.
2. Double-click on this icon.
3. At the password window enter the password teach2000

4. Click O.K. or press the enter key.
5. Read the screen carefully and follow the 4 steps.
6. Each step will be checked when completed.
7. Click on this icon.
8. As soon as you click on the course you wish to enter

comments for, you will be in the main window.
9. In the yellow area to the left, you will see the first
student in yo ur class - they are listed in alphabetical order.
10. Move your pointer over a yellow area on the screen,

your pointer turns to a text tool. When you stop moving,
a message will appear with the name of the section.
11. Try this procedure with all of the yellow areas, buttons and partial words. The words in a
vertical line such as, Comment and Name, are buttons. Others words such as, inde and team,
are learning skills. Hold your pointer over them to see the full name.
12. You should go through all of the buttons, yellow areas and symbols to view their function
within the program. As you follow through the tutorial we will be using these buttons.
Here are their functions:
- Insert the comment in the green box. - First student
- Insert student’s name in the green box. - Previous student
- Insert He in the green box. - Next student
- Insert She in the green box. - Last student

- Accept changes
- Copy to the clipboard from the green box.
- Reject changes
- Paste form the clipboard to the green box.
- Save a bookmark
- Undo what you just typed.
- Go to saved bookmark
- Spell check current green comment.

13. The yellow areas will be filled- in with the information that you supplied on the bubble
sheets. If the marks or letter grades do not appear, you can still input the comments and
the bubbled data will be imported ASAP.
e) Part 2: Entering a Comment
1. Click Load Comments from the Menu at the top

of the window.
2. You will be starting with the STRENGTH.

3. Click on the small + sign to the left of the subject
you would like to add a comment for. Read each statement
and choose another area by clicking the plus sign again.
4. Click the plus sign again and you will see the L1 L2 L3 and L4
statements. Notice that the plus signs turn to a negative sign.
If you click them twice, they will open and close the section.
Choose the most appropriate comment for that student by clicking
once.
5. You will see that it turns turquoise

(or becomes highlighted).
6. Click into the large comment
box and click the Name button.
7. Now click the Comment button.
8. The statement appears in the box.
9. Now click the He or She button.
10. Repeat steps 3-5 to add the weakness.
11. Each teacher should write a personalized next step as the third comment.
12. Remember to look at the entire comment and make any necessary changes.
13. You should spell check each comment so click the Spell button and follow the
directions on the screen.

Section D

Section D: Exceptional Students - Program Planning and Assessment

Special education staff will assist teachers in finding information on meeting
the needs of exceptional students. When planning instruction and activities and
developing course materials, teachers must take into account the strengths,
needs, learning expectations, and accommodations identified for each student.
Teachers may find it necessary to make modifications to the learning expecta- Exceptional
tions for a course by changing the amount and type of material covered or they students
may find it necessary to made accommodations to the learning environment by
changing their style of presentation, their methods of organization, their use of
technology, and their assessment and evaluation strategies. The use of special-
ized equipment and the assistance of professional and paraprofessional staff
may also be required to accommodate the exceptional student’s needs.
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
Individualized
days of placement of an exceptional student in a particular program.
Education
Plan
a) The Individual 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), accommoda-
tions, evaluation, programs and services, and a “Transition Plan” for
those over age 14.
• Must be developed as supporting documentation, if an Intensive Sup-
port Amount (ISA) funding claim is submitted on behalf of a student
who has not been identified as exceptional by an IPRC, but who is re-
ceiving special education program and/or services.
An IEP is …
• a written plan describing the special education program and/or services
required by a particular student.
• not a daily lesson plan itemizing every detail of the students education
• produced collaboratively
• a summary of the student’s strengths, interests, and needs, 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.

What does the Ministry of Education and Training say in its policy about
high school reform and exceptional pupils?
b) Ontario Secondary Schools, Grades 9 to 12: Program …, 1999
All students identified as exceptional must have access to an education that

will enable them to develop essential knowledge and skills. 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.
• For most exceptiona l students, the expectations will be the same as, or
similar to, those in the Ontario Curriculum but accommodations to the
learning environment may be needed.
• For some students with an IEP, 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.
• A small number of students will require alternative expectations not
derived from the provincial curriculum.
c) What are accommodations and how do they impact on the student’s Students
achievement? earning
credits
Accommodations are:
• specific supports or services that will help the student access the
curriculum and demonstrate learning;
• necessary in order to ensure the student’s continuous growth,
development and success.
Depending on the needs of the student, accommodations to assessment and

procedures and strategies may include:
• changing the time requirements for completing tasks;
• changing the format of the assessment materials;
• providing a quiet environment;
• simplifying test instructions and language of questions;
• providing for the use of scribes, tape recorders, typewriters, or word
processors, or allowing oral responses;
• allowing students to retake classroom tests or redo classroom assign-
ments to improve their performance;
• providing alternative homework assignments; and
• basing classroom assessment on the full range of student’s work.
The student’s achievement of the expectations will be assessed in accordance

with the discipline specific assessment policies given in the provincial curricu-
lum documents.
Credit is granted.

d) What are modified expectations and how do they impact on a student’s

achievement?
Principal
A student’s learning expectations can be modified. determines
if credit
Modified expectations: is earned
• are changes to the curriculum expectations in keeping with a
student’s special needs
• can include changes to the grade level of the expectations.
Students working with modified expectations may also be provided with

accommodations. Students receiving a modified program are assessed in
accordance with the discipline-specific assessment policies given in the
provincial curriculum documents.
The Principal will determine whether achievement of the modified expectation

will indicate successful completion of the course, and will decide whether the
student will receive a credit for the course.
e) How is achievement assessed for those students requiring a program Credit is not
based on alternative expectations as indicated on their IEP? granted
A very small number of exceptional pupils may require alternative expecta-
tions that are not derived from provincial curriculum policy documents.
Student achievement is not assessed according to the assessment policies in the

provincial curriculum policy documents, but in relation to the expectations set
out in the student’s IEP.
The students will not be granted a credit for the successful completion of a
course that consists of alternative expectations.

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, using the
provincial report card. A different format may be used for students working on alternative
expectations.
} CREDIT GRANTED
EXPECTATIONS ASSESSMENT REPORTING
1. Grade level expectations Assess according to discipline • Percentage grade and credit
from the Ontario specific assessment policies set out in • Check off the IEP box for every course
Curriculum with curriculum policy documents. to which the plan applies
accommodation in
resources, strategies, The IEP indicates appropriate
testing, presentation, etc. accommodations which allow student
to work with the Ontario Curriculum
expectations
2. Modified expectations Assess according to discipline • Percentage grade and credit on the
which the Principal deems specific assessment policies set out in report card
to be eligible for credit. curriculum policy documents. • Check the IEP box for every course
to which the plan applies
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.
} NO CREDIT GRANTED
3. Modified expectations which Assess the achievement of the • Percentage grade on the report card
the Principal deems to be modified expectations • Enter 0 in the credit earned column.
ineligible for credit. • Include the following statement in the
report card comments section: “This
percentage grade is based on
achievement of the expectations
specified in the IEP, which differ
significantly from the curriculum
expectations for the course.”
• Enter comments about the student’s
achievement.
• Attached IEP outlines modifications
and accommodations to the Ontario
Curriculum for each subject, courses or
skill area and progress in this program.

f) The Provincial Report Card and the IEP (cont'd)
} NO CREDIT GRANTED (cont'd)

4. Alternate curriculum Assess achievement of the alternate Note: The IEP alone may be used as an
expectations as laid out in expectations alternative format for reporting when none of
the IEP the student’s learning expectations are derived
from the provincial curriculum.
When using the report card:

• Check IEP box
• No mark or credit on the report card,
although integration teachers should
comment on participation
• Evaluation of the student’s program
(strengths, areas of improvement, and
next steps) is listed on the attached
IEP – in most cases, percentage grades
would not be appropriate.

Section E
Communication

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 - HISTORY
The Provincial Report Card will be used for all students in grade 9, 10, and
11. At regular intervals, students’ achievement must be formally reported
to students and parents following Ministry of Education & Training and
Board Policies.
“The Provincial Report Card for Grades 9-12 ensures that all students at-
tending publicly funded secondary schools in Ontario receive a standard
report card based on the Ontario curriculum. The report card provides
clear, detailed, information to each student and his or her parents about
how well the student is achieving the provincial curriculum expectations. It
also provides opportunities for students to assess their progress and reflect
on the goals they have set in their annual education plans. In addition, 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.” (Ministry Guide to the Provincial Report Card, Grades 9-12, 1999)
WORKING TOGETHER - Parent/Student Response Form
A feature of the Provincial Report Card is a parent/student response form. It is

important that parents complete this plan for improvement with their child and return
it to the school during interviews. This page will only be sent with the mid-term re-
port and it will be filed with a copy of the report in the student’s Ontario School Re-
cord (OSR).
COMPLETION REQUIREMENTS FOR GRADUATION
This page will be included with the final report card. It records the number of
credits the student has achieved in the different subject areas. It also indicates
the number of hours of community involvement and the successful completion of
the Ontario Secondary School Literacy Test.

Frequently asked questions
Q: What does the Ministry of Education and Training say about assessing,
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, oral
interviews, journals, learning logs, tests/examinations, daily work, written
assignments and demonstrations. Also, the formal report cards, parent-teacher
interviews, contact with teachers and school personnel will give parents the
opportunity to gather further feedback. All reporting will be on-going and
related to the expectations.
Q: Why are different assessment methods used?
A: The use of different assessment methods helps teachers address students’

diverse backgrounds, abilities, learning style s and needs. These give students
many opportunities to demonstrate their performance.

y Learning Skills y Completion Requirements for Graduation
Areas such as works independently, teamwork, organiza-
This page will be included with the final report card.
tion, work habits/homework, initiative, in each reporting pe-
It records the number of credits the student has
riod will be assessed and reported as Excellent, Good,
achieved in the different subject areas. It also
Satisfactory or Needs Improvement for each course.
indicates the number of hours of community in-
volvement and the successful completion of the Grade 10
y Assessment & Evaluation of Student Achievement Reading and Writing Test.
Each subject policy document describes four possible

levels of student achievement. The achievement levels
OTTAWA-CARLETON CATHOLIC
include four categories: (1) understanding of concepts,
SCHOOL BOARD
(2) thinking and inquiry (3) communication of required
knowledge, and (4) application. Q: What does the Ministry of Education and Training
say about assessing, evaluating and reporting?
The descriptions of the achievement levels are used to
A: Assessment must involve the use of a wide variety of
assess and evaluate student learning. When teachers use
methods …
the achievement levels in reporting to parents and speak-
These are the responsibility of the teacher …
ing with students, they can discuss what is required for
continuous and essential parts of the curriculum …
students to achieve the expectations set for a particular
and must describe the student’s progress toward
grade. They are used to improve student learning.
achieving the expectations …
“The primary purpose of assessment and evaluation is to Q: How will I know how my child is progressing?
improve student learning. Information gathered through as- A: Your child will show what he/she knows through
sessment helps teachers to determine students’ strengths projects, presentations, oral interviews, journals,
and weaknesses in achievement of the curriculum expecta- learning logs, tests/examinations, daily work, written
tions in each course. assignments and demonstrations. Also, the formal
report cards, parent- teacher interviews, contact with
Assessment is the process of gathering information from teachers and school personnel will give parents the
a variety of sources that accurately reflects how well a stu- opportunity to gather further feedback. All reporting
dent is achieving the curriculum expectations. will be on-going and related to the expectations.
Evaluation refers to the process of judging the quality of

student work on the basis of established criteria, and Q: Why are different assessment methods used?
assigning a value to represent that quality.” (IBID) A: The use of different assessment methods helps
teachers address students’ diverse backgrounds,
abilities, learning styles and needs. These give
y Working Together - Parent/Student Response students many opportunities to demonstrate their
performance.
A new feature of the grade 9 and 10 report is a parent/
student response form. It is important that parents com-
GRADE 9, GRADE 10,
plete this plan for improvement with their child and return it Staff Development, Evaluation & Research Department
9 Leeming Drive, Nepean, Ontario, Canada K2H 5P6
51
to the school during interviews. This page will only be sent
with the mid-term report and it will be filed with a copy of the Tel: (613) 829-8405 Fax: (613) 829-5609
report in the student’s Ontario School Record (OSR). Website: www.occdsb.on.ca
y History y Levels of Achievement x
The Provincial Report Card will replace school board report
cards for students in grade 9 and 10. At regular intervals, On the new Provincial Report Card for grade 9 and 10, students receive percentage grades. The following table provides
students’ achievement must be formally reported to stu- a summary description of achievement levels in each percentage grade range based on demonstrated achievement of cur-
dents and parents following Ministry of Education & Train- riculum expectations in each course.
ing and Board Policies.
Percentage
“The Provincial Report Card for Grades 9-12 ensures
that all students attending publicly funded secondary Grade Range Achievement Level Summary Description
schools in Ontario receive a standard report card
based on the Ontario curriculum. The report card
provides clear, detailed, information to each student 80—100% Level 4 A very high to outstanding level of achievement.
and his or her parents about how well the student is Achievement is above the provincial standard.
achieving the provincial curriculum expectations. It
also provides opportunities for students to assess
their progress and reflect on the goals they have set in 70-79% Level 3 A high level of achievement.
their annual education plans. In addition, the report Achievement is at the provincial standard.
card provides opportunities for parents to comment on
students’ achievement and to identify ways in which
they can support their learning at home.” 60-69% Level 2 A moderate level of achievement. Achievement is
(Ministry Guide to the Provincial Report Card, Grades 9-12, 1999)
below, but approaching, the provincial standard.
y The New High School Curriculum

50-59% Level 1 A passable level of achievement.
“… establishes high, internationally-competitive standards Achievement is below the provincial standard.
for secondary students across the province”. For every
course, the new curriculum outlines clear, detailed expec-
tations - that is, specific knowledge and skills students are Insufficient achievement of curriculum expectations.
Below 50%
expected to demonstrate by the level of the course. A credit will not be granted.
Courses are defined as academic or applied for the core
subjects, English, French as a Second Language, Mathe-
matics, Science, Geography and History. They differ in From: The Ontario Curriculum 9 and 10 Program Planning and Assessment—1999
the balance between essential concepts and additional

materials; and theory and application. Open courses such y What does IEP mean on the Report?
as Physical Education have expectations appropriate to
all students. Students who have been formally identified as exceptional through the Identification, Placement, and Review Committee
(IPRC) will have an Individual Education Plan (IEP) indicated on the report card.
y Religion and Family Life 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.
In the Ottawa-Carleton Catholic School Board, students
take a course each year in Religious Studies. Religious y ESL/ELD
GRADE 9, GRADE 10,
Education programs are based on the policy document

Checking this box indicates that a student is receiving English as a Second Language (ESL) or an English Literacy
52
published by the Institute of Catholic Education and the
Ontario Conference of Catholic Bishops. Development (ELD) program.

Copy of the Provincial

Report Card
Grade 9 - 10

APPENDIX A

APPENDIX A

APPENDIX A

Samples of Assessment
Planners

APPENDIX B
In using a Planner you will:
} ensure that all expectations are addressed and assessed
} determine the emphasis on significant expectations, insofar as they are

assessed more frequently
} establish a balanced assessment program in view of the categories on the

Levels of Achievement Chart
(i.e., Knowledge, Thinking, Communication, Application).
} An example of a completed planner is included.

} Sample C in Appendix B.

ASSESSMENT PROGRAM PLANNING Sample A
UNIT:
Listing of Expectations Knowledge (K) Thinking (T) Communication (C) Application (A)
In this column are listed In this column are listed In this column are listed In this column are listed In this column are listed
the expectations from the the various assessment the various assessment the various assessment the various assessment
subject-specific Ministry techniques to assess techniques to assess techniques to assess techniques to assess
Policy Document expectations addressing expectations addressing expectations addressing expectations addressing
knowledge thinking communication application

GRADE 9, GRADE 10,
59
APPENDIX B
Sample B
Assessment Program Planner
Tracking of Expectations Assessed
Sample Teacher Tool for:

• For each expectation or group of expectations a letter should appear where the expectation is assessed.
Use K for knowledge, T for thinking, C for communication, and A for application
Assessment Strategies
Self Journal
Performance Performance Quiz Assessment
Expectations Task 1 Task 2
listed or adjusted K, T, A, C K, T, A, C K, A T, C T, C
from the course
profile

GRADE 9, GRADE 10,
60
APPENDIX B
Samples of Tracking
Forms

APPENDIX C
Student Tracking for title of course
Ongoing assessment tasks (70%)

F
I
n
Student a
l

ASSESSMENT & EVALUATION TRACKING SHEET SAMPLE
Student _______________________________________ Grade/Course _____________________ Term/Semester____________
(Subject Specific)
MODULE
Assessment Most % % by
Tasks Recent Category
Consistent (see subject
Level specific)
Knowledge & x
Understanding
=
Communication x
Thinking & x
Inquiry
=

Application x
TOTAL Total
________%
GRADE 9, GRADE 10,
63
APPENDIX C
Sample Rubric Template

APPENDIX D
Sample Rubric
Task Mark: /32
Categories Below Level 1 Level 1 Level 2 Level 3 Level 4 Mark

Mark: (0-3) Mark: (4) Mark: (5) Mark: (6-7) Mark: (8)
(Criteria
K Descriptors) /8
T /8
C /8
A /8

Expectations Categories Below Level 1 Level 1 Level 2 Level 3 Level 4
Knowledge/ The student The student The student The student
Understanding Insufficient
Evidence
Thinking/ The student The student The student The student

Inquiry Insufficient
Evidence
Communication The student The student The student The student

Insufficient
Evidence
Achievement Chart

Application The student The student The student The student
Insufficient
Evidence
GRADE 9, GRADE 10,
66
APPENDIX D
Glossary of Terms

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.
Level 4: 80-100% - achievement above the provincial standard
Level 3: 70-79% - achievement at the provincial level (student is well prepared

for work in the next grade or course)
Level 2: 60-69% - achievement is below but approaching the provincial standard
Level 1: 50-59% - 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. These will be provided by the MET.
Learning Skills: These are skills that can be demonstrated by a student across the curriculum
and in other behaviour at school. (i.e. homework and work habits, teamwork, initiative, etc.)
Letter grades are used in the evaluation of Learning Skills.
(i.e. 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. 30% will be based on a final evaluation in the form of an
exam, a performance essay, and / or an other method of evaluation suitable to the course con-
tent and administered towards the end of the course.
Performance Tasks: These are demonstrations of selected expectations that a teacher fo-
cuses on for an assessment. (i.e., a student may be assigned a given problem wherein the solu-
tion will entail collection and management of data. The student may also be required to use a
scientific calculator to resolve the problem.).

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

APPENDIX E
Secondary School Reform
Phase 4
Terminology
Strands: Strands represent the various areas/domains that the course of study includes.
Expectations: Expectations describe the knowledge and skills students are expected to develop
and demonstrate in their classroom, on tests and in various other activities. Evaluation and
assessment are expectation driven.
For each strand, 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.
Specific expectations describe the expected knowledge and skills in greater detail. They are
organized under subheadings in order to help teachers to focus on particular aspects of knowledge
as they plan learning activities.
Rubric: A rubric is a scoring scale, 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. It should be given to students prior to the task and, where applicable, should incorporate
student input.
Achievement Chart : Each subject document of the Ontario Curriculum includes an achievement
chart that defines the four achievement levels. Each chart is organized into four broad categories
of knowledge and skills that are connected to the expectations. Thus, it provides feedback to
students on their current achievement and suggests strategies for improvement.
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.
Evaluation refers to the process of judging the quality of student work on the basis of established
criteria, such as the Provincial Standard, and then assigning a value to represent that quality.
There are three types of assessment

APPENDIX E
Secondary School Reform - 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,
support and guide students’ continuous progress towards achievement of expectations.
Summative evaluation determines student achie vement at the end of a unit, course, term or year.
It is the process through which teachers make formal judgment about student achievement to be
used in reporting results in relation to expectations.
Culminating Performance Assessment Task: It is a major student project that is based on sev-
eral expectations (usually overall expectations) and includes a problem-solving opportunity. It
also allows a range of responses and therefore, it is not overly prescriptive. It is based on an au-
thentic context and is assessed with a rubric by the teacher. In short, it provides the student with
the opportunity to synthesize essential knowledge and skills and apply them in a new context.
Usually it occurs:
at the end of a unit- 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, English and/or Science. A student can only take
three (3) essential courses throughout High School.
Crossover Materials : Materials that bridge the gap in the expectations between two kinds of
Grade 9 courses, whether a student is moving from academic to applied or vice- versa. They are
recommended, but not compulsory.

APPENDIX E
Terms
1. 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. Overall Expectation:
• describe in general terms the knowledge/skills that students are expected to demon-
strate by the end of each course
3. Specific Expectations:
• describe in more specific terms the knowledge/skills that students are expected to
demonstrate
4. 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. Achievement Chart:
• reference point for all assessment practice and a framework within which to assess
and evaluate student achievement
7. Achievement Chart Contains Four Broad Categories:

In the Arts:
a) knowledge/understanding a) theory (knowledge/understanding)
b) thinking/inquiring b) thinking/inquiry
c) communication c) communication
d) application/making connections d) creation (application)
8. Process Exam
Examination conducted over several periods/days, directed at gathering information
about knowledge, skills, communication and application skills.

Tips for Designing Quality

Tests/Exams

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. 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. 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 ma-
trix?
3. 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 consen-
sus on the questions to be used?
4. Levels of cognitive complexity: Do the questions sample the whole range of levels
of skill development e.g., application, comprehension, knowledge, analysis, synthesis, and
evaluation?
5. Difficulty: Are the exam questions and the exam as a whole appropriate in difficulty,
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 stu-
dent’s competence to advance to the same subject area in a higher grade or for entry to a
post-secondary institution?
6. 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. 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, and
an equal, chance to demonstrate his real achieve ment in the area covered by the exam?
9. Exam length: Is the exam appropriate in length for the time available, 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?

APPENDIX F
Checklist for Planning a Test
Decide on the content to be tested. ›

Decide on the cognitive level of measurement: ›
e.g., knowledge, comprehension, application, analysis,
synthesis, evaluation)
Decide on the relative emphasis for each category. ›

Review examples of verbs which appropriately reflect the skills ›
you are assessing (see handout).
Decide on which item types to include: ›

(e.g., selected response such as fill in the blanks, true-false,
matching, multiple -choice, short answer, or extended response
(essay, performance assessment).
Decide on the length of the test in terms of the number of items. ›

Keep in mind that items that assess higher thought processes
take more time than rote memory, and that the vocabulary level
and difficulty of the item are related to reading time.
Decide what distribution of difficulties are appropriate for the ›

questions included in the test.
Decide in advance, the criterion for success on each item and ›

on the test as a whole (including presentation).
Involve students in writing practice items and/or reviewing old exams. ›

APPENDIX F
Checklist for Test Item Quality
For all selected response formats it is important that….
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. As well, you may
be able to use bubble and scantron sheets for automated scoring.

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

APPENDIX F
Directing Words
Students must clearly understand the meanings of other frequently used directing words. It is im-
portant that students understand what each of their teachers mean by these directing words. Some
other directing words and the usual meaning for each are listed below.
Contrast
Bring out the points of difference.
Example: Contrast Jane Austen’s Pride and Prejudice with William Thackeray’s Vanity Fair.
Compare
Bring out the points of similarity AND points of difference.
Example: Compare the games of basketball and lacrosse.
Criticize
State your opinion of the correctness or merits of an item or issue. (Criticize may involve approval,
disapproval or both).
Example: Criticize the use of nuclear power as a means of generating electricity.
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.
Example: Define the term “archetype.”
Describe
Give an account of; tell about; give a word picture of.
Example: Describe the Pyramids of Giza.
Enumerate
Name or list in some order and in concise form.
Example: Enumerate the great Dutch painters of the seventeenth century studied this term.
Evaluate
Give the good points and the bad ones; appraise; give an opinion regarding the value of; explore the
advantages and disadvantages of.
Examples: Evaluate the use of teaching machines in classroom learning.
Explain
Make clear; interpret; make plain; tell “how” to do; tell the meaning of.
Example: Explain how scientists can, at times, trigger a rainstorm.
Illustrate
Use a picture, diagram, chart or concrete example to clarify a point; using words, make clear by us-
ing examples. (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: Illustrate, through sketches, the use of catapults in medieval warfare. Illustrate, by giv-
ing three examples from To Kill a Mockingbird, how Atticus Finch was a good father.

APPENDIX F
Directing Words (cont’d)
Interpret
Make plain; give the meaning of; 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, or give evidence and present facts to support your position.
Example: Justify the American entry into World War II.
Outline
Give, in order, the main points of; sketch, in general terms.
Example: Outline Neville Chamberlain’s argument for trying to appease Hitler in the late
1930’s.
Prove
Establish the truth of something by giving factual evidence or logical reasons.
Example: Prove the reflector property of the parabola and relate it to use of dish antennae.
Summarize
Briefly give or review the main points.
Example: Summarize the ways in which food can be preserved.
Trace
Follow the course of; give a description of the development of.
Example: Trace the development of counting machines from the abacus to the microcomputer.

Developing Performance
Tasks

APPENDIX G
Developing Performance Tasks
Performance tasks include the following features:
- they provide opportunities for students to demonstrate achievement of

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

APPENDIX G
PERFORMANCE TASKS—KEY CHARACTERISTICS
Ø students have some choices in selecting or shaping the

tasks;
Ø the task requires both the elaboration of core

knowledge content and the use of key processes;
Ø the task has an explicit scoring system;
Ø the task is designed for an audience larger than the

teacher, i.e., others outside the classroom would find
value in the work;
Ø the task is carefully crafted to measure what it

purports to measure.
From Lewin & Shoemaker, Great Performances

ASCD, 1999:5

APPENDIX G
DEVELOPING PERFORMANCE TASKS
1. Be clear about your expectations, i.e., knowledge and

skills
2. Overlay the achievement chart, i.e., know the initial

elements that must be demonstrated in a performance.
3. Create and describe a real world context, i.e., the

audience, situation, and theme must engage students.
4. Write a short description of the task.
5. Combine steps 1-4 in an assignment sheet.
6. Develop your scoring guide(s) (e.g., rubric), ideally with

your students.
Adapted from Lewin & Shoemaker, Great Performances

ASCD, 1999:p.

APPENDIX G
Sample
Sample Planning Tool:

Grade 9 Geography Academic Profile
Assessment Achievement Chart
Activity/Unit Expectations Strategies Categories (K,T,C,A)
UMVO3B, MIV01B, • Teacher K, T, C

1 UM204D, MI101B, observation
M1201D • Conference K, T, C
• Assignment ru- K, T, C, A
bric
MIV01B, MI201D, • Observation K, T, C

2 MI204B, MI208B, checklist
MI211D, MI101B, • Organizer K, T, C
MI213B • Assignment ru- K, T, C, A
bric
GCV02B, MIV01B, • Teacher K, T, C

3 MI101B, MI102B, observation
MI201D • Test K
GCV01D, GCV02B, • Conference K, T, C

4 MIV01B, MIV03D, • Peer assessment K, T, C
MI204B, MI208B, using oral
MI211D, GC101D, presentation rubric
GC301D, MI201D
GCV02B, MIV01B, • Conference K, T, C

5 GC101D, GC102D, • Teacher K, T, C
GC203D observation
GCV02B, GCV03B, • Performance task K, T, C, A

6 MIV01B, MIV03D, rubric
GC101D, GC102D,
GC103B, GC202D,
MI101B, MI102B,
MI203D, MI206B,
MI210D, MI211D,
MI304D

Sample APPENDIX G
Student Tracking
Performance Task form the Assessment Planner
Quiz Quiz
Student 1 2

APPENDIX G
A PERFORMANCE MAY BE…..
Report Essay
Report Poetry
Rock Opera
Lecture
Questionnaire Story
Debate
Play Script Survey
Seminar Slogan/Jingle
Choral Speech Magazine Article Diary
Telephone
Scenario Book Review/Report
Conversation Song
Document Proclamation
Talk Show Play “What if” story Annotated
Bibliography
Musical Composition Newspaper Article
Simulation
Computer Program Game Book
Group Anthology
Audio/Video tape
Discussion News Program CD-ROM Manual
Group Poster Myth/
Skit Performance
Overheads Scrapbook
Prototype Advertisement Letter to editor/
Puppet Show Docudrama
Experiment Pantomime Author/expert
Demonstration Book Cover Scroll
Invention
Timeline Manual Booklet
Slide Show Puzzle
Brochure Vertical File
Artifact Map Pamphlet
Mobile
Masks Costume Blueprint
Photographs Mural
Photo Essay Collection
Cartoon or comic strip
Web
Model Sculpture Learning Centre
Artistic Creation Project Cube(s)

Display
Diorama Chart
Diagram
Construction
Illustration Matrices
© Scarborough Board of Education 1996; The Handy Easy Learning Play Skillsbook
for the Transition Years, 1995, Scarborough, Ontario

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Grade 9, Grade 10,

Grade 11 and Grade 12

Ottawa-Carleton Catholic School Board

Staff Development, Evaluation and Research Department

Marcello Bottiglia Superintendent, Staff Development, Evaluation and Research

Secondary Program Team – Educational Programs

Lucille Miller Superintendent, Educational Programs

Information Technology Department

Jim Dale Coordinator, Information Technology

Student Services Department

Anne Marie McGillis Principal

Technical Reproduction – Jeanne Parker

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 2

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 3

2. What are the key features of the policies?

Section B: Assessment Planning and Evaluation

2. How Do I Arrive At A Mark?

3. Assessing and Evaluating Learning Skills ....................................................................... 36

Section C: Report Card

Section D: Exceptional Students - Program Planning and Assessment

Appendix A - Grade 9-11 Report Card................................................................................. 54

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 4

STAFF DEVELOPMENT, EVALUATION AND RESEARCH DEPARTMENT 5

Program Planning and Assessment

The Ontario Curriculum, Grades 9 to 12: Program Planning and Assess-

According to the Ministry of Education and Training, the primary purpose of

Assessment is the process of gathering information from a variety of sources

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1. b) What does the Ottawa-Carleton Catholic School Board say about

“Central to all classroom assessment practices is the concept

What characteristics does any assessment task require in order to be

• It must be reliable. The instrument or process used must produce the

♦ regardless of the time of day it is given;

• It must be valid. In order for an assessment task to be valid it must:

♦ reflect the expectations being assessed;

How can I be confident in my evaluation?

How does the principle of fairness in assessment apply to students with

Allowing for optimum performance of students may mean using different

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2. What are the key features of the policies?

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The achievement chart describes the levels of achievement of the curriculum

The following table provides a summary description of achievement in each

Level 3 (70–79%) is the provincial standard. Teachers and parents can be

It should be noted that an evaluation of achievement in the 80–100% range

Punctuality of submission of students’ assignments:

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Under the Learning Skills category of “Works Independently” - which

c) Reporting Student Achievement 4

• 70% of the grade will be based on evaluations undertaken throughout

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• Minimum reported grade is 30% (mid-term and final) .

Information about determining final percentage grades for Grade 11 and 12

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Section B: Assessment Planning and Evaluation

• In addition to the course outline, the teachers must communicate

• Assessment opportunities should be offered in class wherever pos-

• Assignments are to be completed within a timeframe designed by

• Assignments not submitted: An assignment not handed in trans-

• Numerous and varied opportunities must be provided for the stu-

• Teachers are expected to use a variety of assessment techniques.

• Learning skills/work and study habits not directly linked to the