| Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
| Knowledge
and Understanding Subject-specific
content acquired in each grade (knowledge), and the
comprehension of its meaning and significance (understanding)
|
|
|
The student:
|
Knowledge of content (e.g., facts,
terms, definitions)
|
• demonstrates limited knowledge
of content
|
• demonstrates some knowledge
of content
|
• demonstrates considerable knowledge
of content
|
• demonstrates thorough knowledge
of content |
|
Understanding of content (e.g.,
concepts, ideas, theories, procedures, processes, methodologies,
and/or technologies)
|
• demonstrates limited understanding
of content
|
• demonstrates some understanding
of content
|
• demonstrates considerable understanding
of content
|
• demonstrates thorough understanding
of content |
| Thinking
The use of critical and creative
thinking skills and/or processes |
|
|
The student:
|
| Use
of planning skills (e.g., focusing research, gathering
information, organizing an inquiry, asking questions,
setting goals) |
•
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., analysing, generating, integrating,
synthesizing, evaluating, detecting point of view and
bias) |
•
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., inquiry
process, problem-solving process, decision- making process,
research process)
|
•
uses critical/creative thinking processes with limited
effectiveness
|
•
uses critical/creative thinking processes with some effectiveness
|
•
uses processing skills with considerable effectiveness
|
•
uses processing skills with a high degree of effectiveness |
| Communication
The conveying of meaning through various forms
|
| |
The student: |
Expression and organization of
ideas and information (e.g., clear expression, logical
organization) in oral, visual, and written 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
(e.g., peers, adults) and purposes (e.g., to inform, to
persuade) in oral, visual, and written 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., conventions of form, map conventions), vocabulary,
and terminology of the discipline in oral, visual, and
written 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., concepts, procedures,
processes, and/or technologies) in familiar contexts
|
• applies knowledge and skills
in familiar contexts with limited 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., concepts, procedures, methodologies, technologies)
to new contexts
|
• transfers knowledge and skills
to new contexts with limited effectiveness
|
• transfers knowledge and skills
to new contexts with some effectiveness
|
• transfers knowledge and skills
to new contexts with considerable effectiveness
|
• transfers knowledge and skills
to new contexts with a high degree of effectiveness |
|
Making connections within and
between various contexts (e.g., past, present, and future;
environmental; social; cultural; spatial; personal;
multidisciplinary)
|
• 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 |
