ACHIEVEMENT CHART: ENGLISH, GRADES 9– 12
Categories
50–59% (Level 1)
60–69% (Level 2)
70–79% (Level 3)
80–100% (Level 4)
Knowledge and Understanding – Subject-specific content acquired in each course (knowledge), and the comprehension of its meaning and significance (understanding)

The student:
Knowledge of content
(e.g., forms of text; strategies used when listening and speaking, reading, writing, and viewing and representing; elements of style; literary terminology, concepts,
and theories; language conventions)
demonstrates limited knowl- edge of content
demonstrates some knowledge of content
demonstrates considerable knowledge of content
demonstrates thorough knowl- edge of content
Understanding of content
(e.g., concepts; ideas; opinions; relationships among facts, ideas, concepts, themes)
demonstrates limited under- standing of content
demonstrates some under- standing of content
demonstrates considerable understanding of content
demonstrates thorough under- standing of content
Thinking – The use of critical and creative thinking skills and/or processes

The student:
Use of planning skills
(e.g., generating ideas, gathering information,
focusing research, organizing information)
uses planning skills with limited effectiveness
uses planning skills with some effectiveness
uses planning skills with considerable effectiveness
uses planning skills with a high degree of effectiveness
Use of processing skills
(e.g., drawing inferences, interpreting, analysing, synthesizing, evaluating)
uses processing skills with limited effectiveness
uses processing skills with some effectiveness
uses processing skills with considerable effectiveness
uses processing skills with a high degree of effectiveness
Use of critical/creative thinking processes

(e.g., oral discourse,

research, critical analysis, critical literacy, metacognition, creative process)
uses critical/ creative thinking processes

with limited effectiveness
uses critical/ creative thinking processes

with some effectiveness
uses critical/ creative thinking processes with considerable effectiveness
uses critical/ creative thinking processes with a high degree of effectiveness
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THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
Categories
50–59% (Level 1)
60–69% (Level 2)
70–79% (Level 3)
80–100% (Level 4)
Communication – The conveying of meaning through various forms

The student:
Expression and organization of ideas and information (e.g., clear expression, logical organi- zation) in oral, graphic, and written forms, including media forms
expresses and organizes ideas and information with limited effectiveness
expresses and organizes ideas and information with some effectiveness
expresses and organizes ideas and information with considerable effectiveness
expresses and organizes ideas and information with a high degree of effectiveness
Communication for different audiences

and purposes (e.g., use

of appropriate style, voice, point of view) in oral, graphic, and written forms, including media forms
communicates for different audiences and purposes with limited effectiveness
communicates for different audiences and purposes with some effectiveness
communicates for different audiences and purposes with considerable effectiveness
communicates for different audiences and purposes with a high degree of effectiveness
Use of conventions (e.g., grammar, spelling, punctu- ation, usage), vocabulary, and terminology of the discipline in oral, graphic, and written forms, including media forms
uses conventions, vocabulary, and terminology of the discipline with limited effectiveness
uses conventions, vocabulary, and terminology of the discipline with some effectiveness
uses conventions, vocabulary, and terminology of the discipline with considerable effectiveness
uses conventions, vocabulary, and terminology of the discipline with a high degree of effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts

The student:
Application of knowledge and skills (e.g., literacy strategies and processes; literary terminology, con- cepts, and theories) in familiar contexts
applies knowledge and skills in familiar contexts with lim- ited effectiveness
applies knowledge and skills in familiar contexts with some effectiveness
applies knowledge and skills in familiar contexts with considerable effectiveness
applies knowledge and skills in familiar contexts with a high degree of effectiveness
Transfer of knowledge and skills (e.g., literacy strategies and processes; literary terminology, con- cepts, and theories) to new contexts
transfers knowl- edge and skills to new contexts with limited effectiveness
transfers knowl- edge and skills to new contexts with some effectiveness
transfers knowl- edge and skills

to new contexts with considerable effectiveness
transfers knowl- edge and skills

to new contexts with a high degree of effectiveness
Making connections within and between vari- ous contexts (e.g., between the text and personal knowledge and experience, other texts, and the world outside school)
makes connections within and between various contexts with limited effectiveness
makes connections within and between various contexts with some effectiveness
makes connections within and between various contexts with considerable effectiveness
makes connections within and between various contexts with a high degree of effectiveness
Note: A student whose achievement is below 50% at the end of a course will not obtain a credit for the course.
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ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT