Standards-Based Assessment: A Modelsheridanpark.dsbn.org/documents/assessment.pdf · Mathematics assessment plans are based upon summative assessment plans from Hastings and Prince

Standards-BasedAssessment: A Model

Lianne Woodley and Angela Ferguson

© Lianne Woodley and Angela Ferguson, 2003

Acknowledgements

We would like to thank those who contributed to our project. The Geography and Mathematics assessment plans are based upon summative assessment plans from Hastings and Prince Edward District School Board. Thanks to Lisa Swerdfeger, Jeff McDougall and Melanie Thompson for the Geography assessment plans and Richard Long, Gareth Haddock and Thondup Matho for the Mathematics assessment plans. The summative tasks in the English assessment plan are based on the Course Profile for Grade 10 ENG2D. We would also like to thank Cathy Portt for her support in developing the project.

The book “Understanding by Design” by Jay McTighe was a valuable source of information for this project.

The Curriculum Services Canada Foundation provided financial support to the writers of this resource through its Grants for Teachers program.


Table of Contents

Introduction…………………………………………………………………1

“Backwards Design” ………………………………………………………2

Standards-based Assessment Model……………………………………3

Designing a Program………………………………………………………4

Creating Performance Tasks……………………………………………..5

Designing a Unit……………………………………………………………6

Glossary…………………………………………………………………….7

Appendices

A. Assessment Planning Template - Overview

B. Assessment Plan for Culminating Activity

C. Assessment Plan for a Unit

D. Mathematics Assessment Plan (Sample)

E. Geography Assessment Plan (Sample)

F. English Assessment Plan (Sample)

G. Reading Assessment Plan (Sample)

1 © Lianne Woodley and Angela Ferguson, 2003

Introduction

To incorporate content and performance standards into curriculum programs, focus must be on assessments designed to promote student learning and to allow students to demonstrate the skills of thinking, communication, and application. By designing assessments first, teachers are able to evaluate enduring understandings, consider student’s prior knowledge, focus their instruction, and create an interconnected program that allows for more accurate and relevant reporting as well as tracking of content standards.

A focus on assessment planning is imperative to delivering a sound educational program that will improve student learning. To encourage and promote student success in learning, teachers should use a variety of strategies as part of the diagnostic, formative, and summative assessments they conduct during a course.

This focus makes pre-planning essential. Pre-planned assessments allow teachers to evaluate and report on student achievement of skills and understanding and offers many benefits to both the teacher and the student. Ideally, this approach will invite teacher collaboration around program planning and the templates provided in this resource will facilitate both the process and the sharing of assessment strategies and tools.

2


“Backwards Design”

A Strategy for Developing a Unit of Study

Select several Learning Expectations to be addressed as a Unit of Study

�

Design a Culminating Activity that addresses all selected Learning Expectations

�

Fully describe the details of the Culminating Activity

�

Design activities/tasks that support the learning required for the Culminating Activity

Benefits for Teachers

� ensures covering of curriculum expectations

� provides richer assessments

� enables more accurate reporting

� helps ensure consistency within a department and school

� encourages teamwork and sharing

� ensures a variety of assessment practices and tools

� promotes concept that more assessment occurs during class time

� increases time available to spend with students

� allows for more flexibility during the school year as a result of pre-planning

Benefits to Students

� allows students to see what they are learning and why in a broad context

� provides opportunities for self-assessment

� ensures better opportunities to demonstrate understanding

� involves students more in the process of assessment

� develops students’ awareness of performance and content standards

� promotes valid opportunities to produce exemplary work

� develops students’ application of learning in personal or life contexts

3


Standards-based Assessment Model

The standards-based assessment model requires that assessment practices designed to improve student learning are central to an effective program. In designing a program, teachers need to consider how content standards will be used to assess student learning.

CONTENT STANDARDS

�

ENDURING

UNDERSTANDINGS

�

CULMINATING TASK(S)

(final 30%)

�

UNITS

(70% course work)

Purpose

To assist teachers with program planning and assessment, the templates provided incorporate a standards-based assessment model. Using the templates as part of program planning can help to:

� focus on student learning and improvement in designing rich authentic experiences that emphasize assessment for learning rather than assessment of learning;

� ensure coverage of curriculum learning expectations by targeting key concepts and enduring understandings;

� pre-plan integration of literacy and numeracy skills;

� ensure that comprehensive assessments of student achievement are completed prior to reporting periods;

� identify a variety of assessment methods that are valid and reliable, and are aligned to the learning expectations.

4


Designing a Program

When designing a program, it is essential to recognize that all units are interconnected. The summative evaluations for each unit act as formative assessments for the program’s culminating activities.

✓ Read the overall and specific learning expectations for the course and highlight the key concepts and recurring ideas.

✓ From the highlighted sections, identify and list the enduring understandings for the course.

✓ Develop essential questions to address throughout the program.

✓ Develop a culminating task(s) that addresses and evaluates student achievement of these enduring understandings.

✓ Ensure that the culminating task(s) reflects a balance of knowledge and skills.

✓ Design/plan summative evaluations for the course units, focusing on important knowledge and skills for each unit.

✓ Ensure that the unit(s) develops skills and knowledge students need to be successful with the culminating activities.

Unit One

Diagnostic and Formative

Assessment

Unit Two


Assessment

Unit Three


Assessment

Unit Four


Assessment

Summative Evaluation

�


�


�


� � � �

Culminating Activity (Performance Task)

5


Creating Performance Tasks

A performance task (Culminating Activity) is a complex activity that allows students to demonstrate achievement of curriculum learning expectations, using an authentic application.

✓ Select overall and specific learning expectations from the unit that are to be assessed.

✓ Choose 4-8 overall and/or specific learning expectations that can form a cluster.

✓ Brainstorm activities that will assess students’ mastery of the learning expectation cluster.

✓ Choose an activity to develop.

✓ Ensure that the activity reflects a balance of the four categories of knowledge and skills identified in the Achievement Chart.

✓ Create an activity that simulates a meaningful life situation.

✓ Ensure that higher order thinking skills are required to complete the task.

✓ Present students with an engaging challenge or problem to solve.

✓ Develop assessment criteria based on the identified curriculum learning expectations.

✓ Review the assessment criteria with students prior to assigning the activity.

✓ Create a detailed assignment sheet for the performance task and review with students.

6


Designing a Unit

When designing a unit, it is essential to recognize that all units are interconnected. The summative evaluations for each unit act as formative assessments for the program’s culminating activities. A teacher should use diagnostic assessments to assess students’ prior knowledge. Formative assessments enable students to develop the skills and knowledge needed to demonstrate a high level of achievement on summative evaluations.

✓ Cluster the overall and specific learning expectations to be addressed in each unit.

✓ Choose some of the enduring understandings as a key focus for each unit.

✓ Design diagnostic assessments that will identify student prior knowledge and skills.

✓ Design summative evaluations that assess student achievement of the enduring understandings.

✓ Design formative assessments of the skills and knowledge students need for successful completion of summative evaluations.

✓ Ensure that each unit addresses specific and overall learning expectations in its assessment.

✓ Ensure that each unit includes varied teaching/learning strategies.

✓ Ensure that each unit includes varied assessment tools and strategies.

✓ Ensure that the unit’s assessments and evaluations reflect a balance between the four categories of knowledge and skills.

7


Glossary

Achievement A student's learning demonstrated at a given time

Achievement Chart A chart used as a reference for all assessment practice. It provides a framework within which to assess and evaluate student achievement and to specify performance standards found in The Ontario Curriculum policy documents.

Achievement Chart Categories The Achievement Charts in The Ontario Curriculum policy documents are organized into four categories of knowledge and skills – Knowledge/Understanding, Thinking/Inquiry, Communication, and Application.

Achievement Levels Brief descriptions of four different degrees of achievement of the curriculum learning expectations for any given grade:

� Level 1 identifies achievement that falls considerably below the provincial standard.

� Level 2 identifies achievement that approaches the standard.

� Level 3 indicates mastery of the curriculum learning expectations. Students achieving at Level 3 in a particular grade will be prepared for work at the next grade.

� Level 4 identifies achievement that surpasses the standard.

Anecdotal Record A teacher’s short narrative of an individual student’s accomplishments based on events and behaviours

Assessment A systematic process of gathering information from a variety of sources that accurately reflects how well a student is achieving the curriculum learning expectations in a course or subject at a given time

Assessment Strategy A process that permits students to demonstrate the knowledge and skills acquired. Teachers should use a variety of assessment strategies.

Assessment Tools Tools used by teachers to record student achievement, e.g., a rubric, a checklist, a rating scale

8


Criterion-referenced Assessment A judgement of individual progress and/or achievement against previously established standards, expectations, or criteria

Diagnostic Assessment Assessment before starting instruction to determine what students know and can do, and to identify strengths and weaknesses for the purpose of programming appropriately

Formative Assessment Ongoing assessment using a variety of strategies to inform students of their progress, encourage students to build on strengths and overcome weaknesses, and to help teachers determine the effectiveness of current instructional and learning activities

Summative Evaluation Assessments (paper-and-pencil, communication, performance task) designed to indicate student achievement and to help teachers make formal judgements about a student’s progress and achievement at the end of a unit, term, or course

Checklist A list of expected skills, concepts, behaviours, processes, and/or attitudes used to facilitate assessment of student achievement

Critical Questions Questions, asked in student language, that target the enduring understandings. These questions are recurring and guide further inquiry into the “big ideas.”

Culminating Activity A summative activity designed to evaluate student achievement of the knowledge and skills outlined in the curriculum learning expectations

Design-down Planning/Program Design Pre-planning for a course or subject by identifying enduring understandings and developing assessment strategies that will identify student achievement of these understandings and, ultimately, the course or subject learning expectations

Enduring Understandings Understandings derived from the curriculum learning expectations that have deep, long-lasting value beyond the classroom

Evaluation The process of judging the quality of students’ work on the basis of established criteria, and of assigning a value to represent that quality

9


Exemplar Work or performance by a student that demonstrates a particular level of achievement

Learning Expectations A statement of the knowledge and skills students should develop and demonstrate in their class work, on tests, and in other activities that are used to assess their achievement. These expectations may be stated by grade and by subject and categorized into specific and overall groupings.

Learning Expectation Cluster A group of curriculum learning expectations assessed in a performance task

Learning Skills Skills that identify student behaviour and attitudes, e.g., teamwork, work habits, initiative, organization, and works independently, are assessed anecdotally and should not be a consideration in the determination of student grades.

Performance Task An engaging, authentic activity performed by a student or group of students under the supervision of a teacher for the purpose of demonstrating specific skills and/or knowledge identified by a cluster of learning expectations

Prior Knowledge The knowledge and skills a student brings to the course/subject

Reporting The process of communicating the results of measurement, assessment, and evaluation to students and parents

Rubric A chart that outlines for students (and teachers) a description of a range of levels in which to assess achievement. This tool provides formative feedback for improving student performance.

Strand Specific knowledge and skill sets within a program area, e.g., writing in Language and number sense and numeration in Mathematics, used as organizers for the curriculum learning expectations

10 © Lianne Woodley and Angela Ferguson, 2003

A. Assessment Planning Template – Overview

Course of Study _____________________________________

Diagnostic/Formative Assessments Summative Evaluation

Categories Categories

Descriptions

K/U T/I C A

Descriptions

K/U T/I C A

Culminating Activity:

Unit:

Unit:

Unit:

Unit:

Unit:

K/U – Knowledge/Understanding T/I – Thinking/Inquiry C – Communication A – Application

11

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res a

nd

ge

nera

liza

tion

s a

bo

ut g

eom

etr

ic r

ela

tion

sh

ips in

vo

lvin

g tw

o-

dim

ensio

nal figure

s, th

rough in

vestigations facili

tate

d b

y d

ynam

ic g

eom

etr

y s

oftw

are

, w

here

app

ropria

te;

� d

escrib

e th

e c

onn

ectio

ns b

etw

ee

n v

ario

us r

epre

se

nta

tio

ns o

f re

latio

ns;

� co

nstr

uct ta

ble

s o

f va

lues, g

raph

s, a

nd

fo

rmu

las to

rep

rese

nt lin

ea

r re

latio

ns d

erive

d

from

descriptions o

f re

alis

tic s

ituations;

� id

en

tify

th

e g

eo

me

tric

sig

nific

ance

of m

an

d b

in the e

quation y

= m

x +

b thro

ugh

investigation;

� d

escrib

e th

e m

ea

nin

g o

f th

e s

lope

an

d y

-in

terc

ep

t fo

r a

lin

ea

r re

latio

n a

risin

g fro

m a

re

alis

tic s

itua

tio

n, in

terp

ola

te a

nd

extr

ap

ola

te fro

m th

e g

raph

an

d the

eq

ua

tion

of th

e

rela

tio

n, a

nd

id

en

tify

an

d e

xp

lain

an

y r

estr

ictio

ns o

n th

e v

aria

ble

s in

th

e r

ela

tio

n.

� ru

bri

c

� ch

ecklis

t

EQ

AO

Gra

de 9

As

ses

sm

en

t o

f M

ath

em

ati

cs

Th

is s

tan

dard

ize

d p

encil-

an

d-p

ap

er

test can b

e u

sed a

s a

com

ple

ment to

th

e c

ulm

inating a

ctivity.

EQ

AO

Gra

de 9

As

ses

sm

en

t o

f M

ath

em

ati

cs

� S

ele

cte

d s

ectio

ns o

f th

is s

tan

dard

ize

d test w

hic

h w

ou

ld d

em

onstr

ate

stu

den

t achie

vem

ent of curr

iculu

m e

xpecta

tions n

ot addre

ssed b

y the c

ulm

inating a

ctivity

� p

ap

er-

an

d-

pe

ncil

test

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

15

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

#1

- R

ela

tio

ns

hip

s

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Th

e G

row

th o

f C

om

pu

ter

Use in

S

ocie

ty

Stu

de

nts

co

llect a

nd

an

aly

se

da

ta

about th

e u

se o

f com

pute

rs in C

anada

ove

r th

e la

st te

n y

ea

rs. D

em

on

str

atin

g

an

un

de

rsta

nd

ing

of va

rio

us g

rap

hs

an

d ta

ble

s, stu

de

nts

co

mm

un

ica

te

the

ir r

esu

lts b

y c

rea

tin

g a

po

ste

r p

rese

nta

tion

.

Th

e G

row

th o

f C

om

pu

ter

Use in

So

cie

ty

� d

ete

rmin

e r

ela

tio

nsh

ips b

etw

ee

n tw

o v

aria

ble

s b

y c

olle

ctin

g a

nd

ana

lysin

g d

ata

;

� d

escrib

e th

e c

onn

ectio

ns b

etw

ee

n v

ario

us r

epre

se

nta

tio

ns o

f re

latio

ns;

� describe tre

nd

s a

nd r

ela

tionship

s o

bserv

ed in d

ata

, m

ake infe

rences fro

m d

ata

, co

mpa

re th

e in

fere

nces w

ith

hyp

oth

eses a

bo

ut th

e d

ata

, a

nd

exp

lain

th

e d

iffe

rences

be

twee

n th

e in

fere

nces a

nd

th

e h

yp

oth

eses;

� o

rgan

ize

an

d a

na

lyse

da

ta, u

sin

g a

pp

ropria

te te

chn

ique

s a

nd

te

chno

log

y (

decid

e

wh

at a

na

lysis

wo

uld

be

app

ropria

te to

exa

min

e th

e r

ela

tio

nsh

ip b

etw

een

th

e v

aria

ble

s

- a g

raph, etc

.);

� co

nstr

uct ta

ble

s o

f va

lues, g

raph

s, a

nd

fo

rmu

las to

rep

rese

nt lin

ea

r re

latio

ns d

erive

d

from

descriptions o

f re

alis

tic s

ituations;

� co

nstr

uct ta

ble

s o

f va

lues a

nd

sca

tte

r p

lots

fo

r n

on

-lin

ea

rly r

ela

ted

da

ta c

olle

cte

d fro

m

experim

ents

; sketc

h a

curv

e o

f best fit;

� describe, in

written form

, a s

ituation that w

ould

expla

in the e

vents

illu

str

ate

d b

y a

g

ive

n g

rap

h o

f th

e r

ela

tio

nsh

ip b

etw

ee

n tw

o v

ariab

les;

� so

lve

mu

lti-ste

p p

rob

lem

s r

eq

uirin

g n

um

erica

l a

nsw

ers

, u

sin

g a

va

rie

ty o

f str

ate

gie

s

an

d to

ols

;

� co

mpa

re th

e g

raph

s a

nd

form

ula

s o

f lin

ea

r a

nd

no

n-l

ine

ar

rela

tio

ns.

� ch

ecklis

t

� ru

bri

c

K/U

T/I

C

A

Un

it T

est

Pa

pe

r-a

nd

-pen

cil

tests

will

use

th

e

language o

f E

QA

O test w

ith s

hort

a

nsw

er

an

d ta

sk q

uestio

ns (

on

e task

an

d fo

ur

sh

ort

an

sw

er

questio

ns).

Un

it T

est

� so

lve

and

/or

po

se

pro

ble

ms r

ela

ted

to

an

exp

erim

en

t, u

sin

g th

e fin

din

g o

f th

e

experim

ent;

� co

nstr

uct ta

ble

s o

f va

lues a

nd

sca

tte

r p

lots

fo

r lin

early r

ela

ted

da

ta c

olle

cte

d fro

m

exp

erim

en

ts;

� dete

rmin

e the e

quation o

f a lin

e o

f best fit fo

r a s

catter

plo

t, u

sin

g a

n info

rmal

pro

cess;

� dete

rmin

e v

alu

es o

f a lin

ear

rela

tion b

y u

sin

g the form

ula

of th

e r

ela

tion a

nd b

y

inte

rpola

ting o

r extr

apola

ting fro

m the g

raph o

f th

e r

ela

tion.

� p

ap

er-

an

d-

pe

ncil

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

16

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

#2

- M

ea

su

rem

en

t an

d G

eo

metr

y

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Sin

k o

r S

wim

S

tud

en

ts a

re c

on

tra

cto

rs fo

r a

po

ol

co

mpa

ny. T

he

lo

ca

l co

mm

un

ity c

en

tre

h

as d

ecid

ed

to

pu

t in

a p

ool a

nd

has

aske

d fo

r a

reco

mm

en

da

tion

as to

th

e

most cost effective p

ool. S

tudents

develo

p tw

o p

roposals

takin

g into

a

cco

un

t th

e p

oo

l sha

pe

, siz

e, lin

er

cost,

an

d c

em

en

t cost.

Stu

de

nts

com

munic

ate

fin

din

gs in a

pro

posal to

th

e c

om

munity c

entr

e.

Sin

k o

r S

wim

� so

lve

pro

ble

ms in

vo

lvin

g th

e s

urf

ace

are

a a

nd

th

e v

olu

me

of th

ree-d

imen

sio

na

l obje

cts

;

� d

ete

rmin

e th

e o

ptim

um

va

lue

s o

f va

rious m

easure

men

ts th

rou

gh

inve

stig

atio

ns

facili

tate

d, w

here

appro

priate

, by the u

se o

f concre

te m

ate

rials

, dia

gra

ms, and

ca

lcu

lato

rs o

r co

mp

ute

r so

ftw

are

;

� expla

in the s

ignific

ance o

f optim

al surf

ace a

rea o

r volu

me in v

arious a

pplic

ations;

� p

ose

qu

estion

s a

bo

ut g

eom

etr

ic r

ela

tion

sh

ips, te

st th

em

an

d c

om

mu

nic

ate

fin

din

gs

usin

g a

ppro

pria

te la

ng

ua

ge a

nd

ma

the

ma

tica

l fo

rms;

� co

nfirm

a s

tate

me

nt a

bou

t th

e r

ela

tion

sh

ips b

etw

een

ge

om

etr

ic p

rope

rtie

s b

y

illustr

ating the s

tate

ment w

ith e

xam

ple

s, or

deny the s

tate

ment on the b

asis

of a

co

un

ter

exa

mp

le;

� co

mm

un

ica

te s

olu

tio

ns to

pro

ble

ms in

ap

pro

pria

te m

ath

em

atica

l fo

rms a

nd

justify

th

e

reaso

nin

g u

se

d in

so

lvin

g th

e p

rob

lem

s.

� ch

ecklis

t

� ru

bri

c

K/U

T/I

C

A

Un

it T

est

Paper-

and-p

encil

test w

ill u

se the

language o

f E

QA

O test w

ith s

hort

a

nsw

er

an

d ta

sk q

uestio

ns (

on

e task

an

d fo

ur

sh

ort

an

sw

er

questio

ns).

Un

it T

est

� so

lve

mu

lti-ste

p p

rob

lem

s, u

sin

g th

e fo

rmu

las for

the

su

rface

are

a a

nd

th

e v

olu

me

of

prism

s, p

yra

mid

s, cylin

de

rs, co

ne

s a

nd

sp

he

res;

� ill

ustr

ate

an

d e

xp

lain

th

e p

rop

ert

ies o

f th

e in

terior

an

d th

e e

xte

rio

r an

gle

s o

f tr

iang

les

an

d q

ua

drila

tera

ls, a

nd

of a

ng

les r

ela

ted

to

pa

ralle

l lin

es;

� fo

rmu

late

co

nje

ctu

res a

nd

ge

nera

liza

tion

s a

bo

ut g

eom

etr

ic r

ela

tion

sh

ips in

vo

lvin

g

two-d

imensio

nal figure

s, th

rough investigations facili

tate

d b

y d

ynam

ic g

eom

etr

y

so

ftw

are

, w

he

re a

pp

rop

riate

.

� p

ap

er-

an

d-

pe

ncil

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

17

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

#3

- A

na

lyti

c G

eo

me

try

Na

me

& D

esc

rip

tio

n

Le

arn

ing

Exp

ec

tati

on

s

Assessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Wh

ich

Taxi C

om

pan

y D

o I C

all?

S

tud

en

ts a

re p

rovid

ed

with fa

re r

ate

s

for

two d

iffe

rent ta

xi com

panie

s w

ith

diffe

ren

t fla

t ra

tes a

nd

ra

tes p

er

kilo

me

tre

. G

ive

n a

cert

ain

dis

tance

, stu

den

ts a

re a

ske

d to

se

lect th

e m

ost

econom

ical ta

xi com

pany to u

se for

the

trip

. S

tud

en

ts d

em

onstr

ate

th

eir

un

ders

tan

din

g o

f th

e fo

llow

ing

in

th

eir

solu

tion: ta

ble

of valu

es for

both

co

mpa

nie

s; gra

phs r

ep

rese

ntin

g fa

re

costs

; a

nd

an e

qu

atio

n th

at sh

ow

s th

e

line

ar

rela

tio

nsh

ip o

f th

e c

om

pa

nie

s

pricin

g. S

tud

en

ts d

isp

lay th

e p

ricin

g

info

rmation o

f each c

om

pan

y in the

form

y =

mx

+ b

and e

xpla

in the

sig

nific

ance

of th

e te

rms m

an

d b

as

they r

ela

te to e

ach c

om

pany. B

ased

on this

info

rmation, stu

dents

re

com

mend w

hic

h c

om

pany to u

se.

� d

em

onstr

ate

un

ders

tan

din

g o

f th

e th

ree b

asic

exp

one

nt ru

les a

nd

ap

ply

th

em

to

sim

plif

y e

xp

ressio

ns;

� m

an

ipu

late

first-

deg

ree

po

lyn

om

ial e

xp

ressio

ns to

so

lve

first-

deg

ree

eq

ua

tion

s;

� so

lve

pro

ble

ms, u

sin

g th

e s

tra

teg

y o

f a

lge

bra

ic m

od

elli

ng

;

� d

ete

rmin

e, th

rou

gh

in

ve

stig

atio

n, th

e r

ela

tio

nsh

ips b

etw

ee

n th

e fo

rm o

f a

n e

qu

atio

n

an

d th

e s

ha

pe

of its g

rap

h w

ith

resp

ect to

lin

ea

rity

and

no

n-lin

earity

;

� d

ete

rmin

e, th

rou

gh

in

ve

stig

atio

n, th

e p

rop

ert

ies o

f th

e s

lope

an

d y

-inte

rcept of a

line

ar

rela

tio

n;

� so

lve

pro

ble

ms, u

sin

g th

e p

rop

ert

ies o

f lin

ea

r re

latio

ns;

� com

munic

ate

solu

tions to m

ulti-ste

p p

roble

ms in e

sta

blis

hed m

ath

em

atical fo

rm,

with

cle

ar

reaso

ns g

ive

n for

the

ste

ps take

n;

� d

escrib

e th

e m

ea

nin

g o

f th

e s

lope

an

d y

-in

terc

ep

t fo

r a

lin

ea

r re

latio

n a

risin

g fro

m a

re

alis

tic s

itua

tio

n, in

terp

ola

te a

nd

extr

ap

ola

te fro

m th

e g

raph

an

d the

eq

ua

tion

of th

e

rela

tio

n, a

nd

id

en

tify

an

d e

xp

lain

an

y r

estr

ictio

ns o

n th

e v

aria

ble

s in

th

e r

ela

tio

n;

� dete

rmin

e the p

oin

t of in

ters

ection o

f tw

o lin

ear

rela

tions, by h

and fo

r sim

ple

e

xa

mp

les, a

nd

usin

g g

rap

hin

g c

alc

ula

tors

or

gra

ph

ing

so

ftw

are

fo

r m

ore

co

mp

lex

exam

ple

s; in

terp

ret th

e inte

rsection p

oin

t in

the c

onte

xt of an a

pplic

ation.

� ch

ecklis

t

� ru

bri

c

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

18

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#1

- R

ela

tio

ns

hip

s

Na

me

& D

esc

rip

tio

n

Le

arn

ing

Exp

ec

tati

on

s

Assessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Dia

gn

osti

c Q

uiz

S

tud

en

ts a

re p

rovid

ed

with a

gra

ph

or

tab

le a

nd

aske

d to

in

fer

rela

tio

nsh

ips.

�

an

ecd

ota

l fe

ed

back

K/U

T/I

C

A

Co

llecti

ng

an

d A

naly

sin

g D

ata

S

tud

en

ts w

ork

in

gro

ups to

cre

ate

an

d

co

nd

uct a

su

rve

y, e

.g.,

th

e r

ela

tio

nsh

ip

be

twee

n p

uls

e r

ate

an

d m

inu

tes o

f e

xe

rcis

e.

Co

llecti

ng

an

d A

naly

sin

g D

ata

� pose p

roble

ms, id

entify

variable

s, and f

orm

ula

te h

ypoth

eses a

ssocia

ted w

ith

rela

tio

nsh

ips;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of so

me

pri

ncip

les o

f sa

mp

ling

an

d s

urv

eyin

g a

nd

apply

the p

rincip

les in d

esig

nin

g a

nd c

arr

yin

g o

ut experim

ents

to investigate

the

rela

tio

nsh

ips b

etw

ee

n v

aria

ble

s;

� colle

ct data

, usin

g a

ppro

priate

equip

men

t and/o

r te

chnolo

gy;

� co

mm

un

ica

te th

e fin

din

gs o

f a

n e

xp

erim

en

t cle

arly a

nd

co

ncis

ely

, u

sin

g

ap

pro

pria

te m

ath

em

atica

l fo

rms.

� ch

ecklis

t

� a

necd

ota

l fe

ed

back

Sm

okin

g a

nd

Healt

h

Stu

de

nts

are

pro

vid

ed

with g

rap

hs a

nd

d

ata

de

alin

g w

ith

sm

okin

g. In

gro

ups,

stu

den

ts d

em

on

str

ate

an

u

nd

ers

tan

din

g o

f va

rio

us g

rap

hs a

nd

ta

ble

s a

nd

com

mu

nic

ate

the

ir r

esu

lts.

Sm

okin

g a

nd

Healt

h

� d

escrib

e th

e c

onn

ectio

ns b

etw

ee

n v

ario

us r

epre

se

nta

tio

ns o

f re

latio

ns;

� describe tre

nd

s a

nd r

ela

tionship

s o

bserv

ed in d

ata

, m

ake infe

rences fro

m d

ata

, co

mpa

re th

e in

fere

nces w

ith

hyp

oth

eses a

bo

ut th

e d

ata

, a

nd

exp

lain

th

e

diffe

rences b

etw

een

th

e infe

rences a

nd

th

e h

yp

oth

ese

s;

� o

rgan

ize

an

d a

na

lyse

da

ta, u

sin

g a

pp

ropria

te te

chn

ique

s a

nd

te

chno

log

y (

decid

e

wh

at a

na

lysis

wo

uld

be

app

ropria

te to

exa

min

e th

e r

ela

tio

nsh

ip b

etw

een

th

e

va

ria

ble

s -

a g

raph

, e

tc.)

;

� co

nstr

uct ta

ble

s o

f va

lues, g

raph

s, a

nd

fo

rmu

las to

rep

rese

nt lin

ea

r re

latio

ns

de

rive

d fro

m d

escrip

tio

ns o

f re

alis

tic s

itu

atio

ns;

� co

nstr

uct ta

ble

s o

f va

lues a

nd

sca

tte

r p

lots

fo

r n

on

-lin

ea

rly r

ela

ted

da

ta c

olle

cte

d

from

experim

ents

; sketc

h a

curv

e o

f best fit.

� ch

ecklis

t

� ru

bri

c

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

19

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#1

- R

ela

tio

ns

hip

s

Na

me

& D

esc

rip

tio

n

Le

arn

ing

Exp

ec

tati

on

s

Assessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Qu

izze

s

Qu

izze

s

� co

nstr

uct ta

ble

s o

f va

lues a

nd

gra

phs to

re

pre

se

nt n

on

-lin

ea

r re

latio

ns d

erive

d

from

descriptions o

f re

alis

tic s

ituations;

� dem

onstr

ate

an u

nders

tandin

g that str

aig

ht lin

es r

epre

sent lin

ear

rela

tions a

nd

curv

es r

epre

sent non-lin

ear

rela

tions;

� d

ete

rmin

e th

e e

qu

atio

n o

f a lin

e o

f b

est fit fo

r a

sca

tte

r p

lot,

usin

g in

form

al

pro

cess.

� ra

tin

g s

ca

le

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

20

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#2

- M

eas

ure

me

nt

an

d G

eo

metr

y

Na

me

& D

esc

rip

tio

n

Le

arn

ing

Exp

ec

tati

on

s

Assessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Dia

gn

osti

c Q

uiz

S

tud

en

ts a

re p

rovid

ed

with b

asic

g

eo

me

tric

pro

pe

rtie

s th

at th

ey e

xp

lain

a

nd

ana

lyse

.

K/U

T/I

C

A

Re

dec

ora

tin

g t

he

Cla

ss

roo

m

Stu

dents

assess the u

se o

f diffe

rent

shapes (

recta

ngle

, hexagon,

pe

nta

go

n, o

cta

go

n, p

oly

gon

) in

ord

er

to r

e-t

ile the c

lassro

om

flo

or.

Stu

dents

d

ete

rmin

e th

e p

rop

ert

ies th

at sh

ape

s

must have to b

e u

sed for

tilin

g a

fla

t su

rface

. S

tude

nts

recom

me

nd

th

e b

est

an

d m

ost a

esth

etic s

ha

pe

to

be

use

d.

Re

dec

ora

tin

g t

he

Cla

ss

roo

m

� d

ete

rmin

e th

e o

ptim

um

va

lue

s o

f va

rious m

easure

men

ts th

rou

gh

inve

stig

atio

ns

facili

tate

d, w

here

appro

priate

, by the u

se o

f concre

te m

ate

rials

, dia

gra

ms, and

ca

lcu

lato

rs o

r co

mp

ute

r so

ftw

are

;

� expla

in the s

ignific

ance o

f optim

al surf

ace a

rea o

r volu

me in v

arious a

pplic

ations;

� p

ose

qu

estion

s a

bo

ut g

eom

etr

ic r

ela

tion

sh

ips, te

st th

em

an

d c

om

mu

nic

ate

fin

din

gs u

sin

g a

pp

rop

ria

te la

ng

ua

ge

an

d m

ath

em

atica

l fo

rms;

� id

entify

, th

rough investigation, th

e e

ffect

of vary

ing the d

imensio

ns o

f a r

ecta

ngula

r p

rism

or

cylin

de

r o

n th

e v

olu

me

or

su

rface

are

a o

f th

e o

bje

ct;

� p

ose

an

d s

olv

e a

pro

ble

m in

vo

lvin

g th

e r

ela

tio

nsh

ip b

etw

een

th

e p

erim

ete

r a

nd

th

e a

rea o

f a fig

ure

when o

ne o

f th

e m

easure

s is fix

ed.

� ch

ecklis

t

� ru

bri

c

Makin

g M

on

ey w

ith

Can

dle

s

Stu

dents

are

pro

vid

ed w

ith a

table

d

ep

ictin

g c

and

le s

ha

pes (

sq

ua

re,

he

xa

gon

al, d

ecag

ona

l, c

ylin

drica

l),

radiu

s, heig

ht, a

nd s

elli

ng p

rices.

Stu

de

nts

cre

ate

a s

et o

f fo

rmu

las to

dete

rmin

e the a

mount of w

ax r

equired

for

ten

diffe

ren

t m

ou

lds. S

tud

en

ts

ca

lcu

late

th

e to

tal co

st o

f m

akin

g a

nd

p

ackag

ing

each

ca

nd

le to

de

term

ine

th

e s

elli

ng p

rice a

nd p

rofit. T

he teacher

pro

vid

es the c

ost of diffe

rent ty

pes o

f w

ax, w

icks, w

ick h

old

er

tab, and

pa

ckag

ing

.

Makin

g M

on

ey w

ith

Can

dle

s

� expla

in the s

ignific

ance o

f optim

al surf

ace a

rea o

r volu

me in v

arious a

pplic

ations;

� p

ose

qu

estion

s a

bo

ut g

eom

etr

ic r

ela

tion

sh

ips, te

st th

em

an

d c

om

mu

nic

ate

fin

din

gs u

sin

g a

pp

rop

ria

te la

ng

ua

ge

an

d m

ath

em

atica

l fo

rms;

� co

nfirm

a s

tate

me

nt a

bou

t th

e r

ela

tion

sh

ips b

etw

een

ge

om

etr

ic p

rope

rtie

s b

y

illustr

ating the s

tate

ment w

ith e

xam

ple

s, or

deny the s

tate

ment on the b

asis

of a

co

un

ter

exa

mp

le;

� co

mm

un

ica

te s

olu

tio

ns to

pro

ble

ms in

ap

pro

pria

te m

ath

em

atica

l fo

rms a

nd

justify

th

e r

easo

nin

g u

se

d in

so

lvin

g th

e p

rob

lem

s;

� so

lve

mu

lti-ste

p p

rob

lem

s, u

sin

g th

e fo

rmu

las for

the

su

rface

are

a a

nd

th

e v

olu

me

o

f p

rism

s, p

yra

mid

s, cylin

de

rs, co

nes a

nd

sp

he

res.

� ru

bri

c

� ch

ecklis

t

Qu

izze

s

�

ratin

g s

ca

le

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

21

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#3

- A

na

lyti

c G

eo

me

try

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Ta

ble

of

Va

lue

s

Stu

dents

are

pro

vid

ed w

ith a

table

of

valu

es that th

ey p

lot and w

rite

the

eq

ua

tion

fo

r th

e lin

ear

rela

tio

nsh

ip.

Stu

dents

inte

rpre

t th

e e

quation, e.g

.,

the

re

latio

nship

be

twee

n F

ah

ren

he

it

an

d C

els

ius, th

e r

ela

tion

sh

ip b

etw

ee

n

we

ekly

ea

rnin

gs a

nd

ho

urs

wo

rked

.

Ta

ble

of

Va

lue

s

� d

ete

rmin

e, th

rou

gh

in

ve

stig

atio

n, th

e r

ela

tio

nsh

ips b

etw

ee

n th

e fo

rm o

f a

n

eq

ua

tion

an

d th

e s

hap

e o

f its g

raph

with

re

sp

ect to

lin

ea

rity

an

d n

on

-lin

ea

rity

;

� d

ete

rmin

e, th

rou

gh

in

ve

stig

atio

n, th

e p

rop

ert

ies o

f th

e s

lope

an

d y

-inte

rcept of a

line

ar

rela

tio

n;

� so

lve

pro

ble

ms, u

sin

g th

e p

rop

ert

ies o

f lin

ea

r re

latio

ns;

� com

munic

ate

solu

tions to m

ulti-ste

p p

roble

ms in e

sta

blis

hed m

ath

em

atical fo

rm,

with

cle

ar

reaso

ns g

ive

n for

the

ste

ps take

n.

� a

necd

ota

l fe

ed

back

K/U

T/I

C

A

Te

st

Stu

dents

pra

ctise, apply

and s

olv

e

equations o

f lin

es in the form

y

= m

x +

b

Te

st

� id

en

tify

th

e g

eo

me

tric

sig

nific

ance

of m

an

d b

in the e

quation y

= m

x +

b thro

ugh

investigation;

� id

entify

the e

quation o

f a lin

e in a

ny o

f th

e form

s

y =

mx

+ b

, A

x +

By

+ C

= 0

, x

= a

, y

= b

;

� d

ete

rmin

e th

e s

lop

e o

f a

lin

e s

eg

me

nt u

sin

g v

ario

us form

ula

s.

� ra

tin

g s

ca

le

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

- A

pp

lica

tio

n

22

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

E.

Ge

og

rap

hy A

ss

es

sm

en

t P

lan

(S

am

ple

)

Gra

de:

9

Su

bje

ct:

G

eo

gra

ph

y A

cad

em

ic

Co

urs

e:

CG

C 1

D

En

du

rin

g U

nd

ers

tan

din

gs:

Th

e s

tud

en

t w

ill u

nde

rsta

nd

:

1.

ho

w to

cre

ate

an

d in

terp

ret

diffe

rent ty

pes o

f m

aps.

2.

tha

t h

um

an

an

d n

atu

ral syste

ms

inte

ract a

nd

ch

an

ge

in

positiv

e

and/o

r negative w

ays.

3.

ho

w r

eg

ion

s a

re d

efine

d a

nd

in

tera

ct w

ith e

ach o

ther.

4.

how

glo

bal re

lationship

s influence

their life.

5.

ho

w to

resea

rch

and

org

an

ize

th

eir

w

ork

in a

variety

of w

ays.

Es

se

nti

al Q

ue

sti

on

s:

1.1

W

hy a

re s

o m

an

y o

f C

ana

da

’s C

MA

’s (

Cen

su

s M

etr

op

olit

an

Are

as)

loca

ted

very

clo

se

to

our

bo

rder

with

th

e U

nited

Sta

tes?

1.2

W

ha

t ty

pe

of m

ap

wou

ld y

ou

r cre

ate

to

be

st sh

ow

Can

ad

a’s

pop

ula

tio

n d

ensity?

2

.1

Wh

at e

ffe

ct is

urb

an

iza

tion

ha

vin

g o

n a

gricu

ltu

ral la

nd

in

Ca

na

da?

2

.2

How

has th

e n

atu

ral la

ndsca

pe

aff

ecte

d th

e typ

es o

f ru

ral se

ttle

men

t p

att

ern

s in

Ca

na

da?

2.3

W

hat ro

le d

oes the p

rovin

cia

l govern

ment pla

y in m

anagin

g the w

alle

ye s

tocks in the B

ay o

f Q

uin

te?

3.1

W

ha

t are

th

e p

hysic

al a

nd

hu

ma

n c

hara

cte

ristics o

f th

e M

ixe

d W

ood

Pla

in E

cozon

e?

3

.2

How

do

es th

e G

DP

va

ry fro

m r

eg

ion

to

re

gio

n?

4

.1

How

has C

ana

da

’s e

co

nom

y b

ee

n a

ffe

cte

d b

y a

cts

of g

lob

al te

rrorism

?

4.2

H

ow

do

es B

ritish

Co

lum

bia

’s r

ela

tion

sh

ip w

ith

th

e U

nite

d S

tate

s d

iffe

r fr

om

th

at of O

nta

rio

’s?

4

.3

How

has C

ana

da

’s in

cre

ase

d u

rba

n p

opu

latio

n a

ffe

cte

d fa

rmla

nd

ava

ilab

ility

in

So

uth

ern

On

tario

?

5.1

W

hat is

the b

est sourc

e f

or

locating p

opu

lation s

tatistics?

5.2

W

ha

t is

th

e m

ost e

ffe

ctive

me

ans o

f ill

ustr

atin

g C

an

ada

’s e

thn

ic p

op

ula

tio

n d

istr

ibu

tio

n?

Imp

ort

an

t K

no

wle

dg

e a

nd

Skills

: 1

.1

identify

and a

naly

se p

attern

s o

f spatial org

aniz

ation

1.2

use d

iffe

rent ty

pes o

f m

aps to inte

rpre

t geogra

phic

rela

tionship

s

2.1

d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

na

tura

l a

nd

hum

an

syste

ms in

tera

ct w

ith

in d

iffe

ren

t re

gio

ns in

Can

ad

a

2.2

d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

na

tura

l syste

ms in

flu

ence

cultu

ral a

nd

econ

om

ic a

ctivitie

s

2.3

e

xp

lain

th

e r

ole

of g

ove

rnm

en

t in

ma

na

gin

g r

eso

urc

es a

nd

pro

tecting

th

e e

nviro

nm

en

t 3

.1

de

scrib

e s

ele

cte

d C

an

ad

ian

ecozon

es a

nd

id

en

tify

th

e p

rocesse

s th

at sh

ap

e th

em

3

.2

de

mo

nstr

ate

an

un

de

rsta

nd

ing

of th

e r

eg

ion

al d

ivers

ity o

f C

an

ad

a’s

na

tura

l a

nd

hu

ma

n s

yste

ms

4.1

d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e in

terd

ep

end

ence

of C

an

ad

ian

an

d w

orld

eco

no

mie

s

4.2

dem

onstr

ate

an u

nders

tandin

g o

f how

Canada’s

div

ers

e g

eogra

phy a

ffects

its

econom

ic, cultura

l, a

nd e

nvironm

enta

l lin

ks to o

the

r co

un

trie

s

4.3

d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

ch

an

ge

s in

land

use

an

d u

rba

n p

att

ern

s influ

en

ce

cha

ng

es in

re

so

urc

e u

se

5.1

dem

onstr

ate

an a

bili

ty to c

olle

ct, o

rganiz

e a

nd s

ynth

esiz

e info

rmation fro

m a

variety

of sourc

es

5.2

se

lect a

nd

use

ap

pro

pria

te m

eth

od

s, org

an

ize

rs a

nd

te

ch

no

log

y to

co

mm

un

ica

te th

e r

esu

lts o

f g

eo

gra

ph

ic in

qu

irie

s

23

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Cu

lmin

ati

ng

Acti

vit

y:

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Can

ad

ian

Mu

nic

ipality

D

eve

lop

me

nt

Co

nfe

ren

ce

Stu

de

nts

dem

on

str

ate

th

e e

nd

urin

g

un

ders

tan

din

gs o

f th

e c

ou

rse

by

pa

rtic

ipa

tin

g in

th

e C

ana

dia

n

Munic

ipalit

y D

evelo

pm

ent C

onfe

rence.

At th

e c

on

fere

nce

, stu

den

ts “

se

ll” th

eir

chosen c

om

munity to a

n invited

audie

nce. T

heir p

resenta

tion a

t th

e

co

nfe

rence

is b

ased

on

th

e in

form

atio

n

co

llecte

d c

once

rnin

g th

eir c

om

mu

nity.

Pro

du

cts

1

. W

ritt

en

Re

port

: S

tud

en

ts p

rep

are

a

re

port

th

at o

utlin

es th

eir c

hosen

co

mm

un

ity’s

ph

ysic

al, s

ocia

l,

cu

ltu

ral, a

nd

econ

om

ic

chara

cte

ristics.

2.

Dis

pla

y: S

tudents

constr

uct a

thre

e-p

an

el d

isp

lay th

at h

igh

ligh

ts

the k

ey a

ttra

ctions a

nd s

elli

ng

fea

ture

s o

f th

eir c

ho

se

n

com

munity.

3.

Pre

senta

tion: S

tudents

pre

sent

their c

om

munity to a

n invite

d

au

die

nce

at th

e C

an

ad

ian

M

un

icip

alit

y D

eve

lop

me

nt

Co

nfe

rence

.

Can

ad

ian

Mu

nic

ipality

De

ve

lop

men

t C

on

fere

nce

� id

entify

and a

naly

se p

attern

s o

f spatial org

aniz

ation, in

clu

din

g land u

se, popula

tion

dis

trib

utio

n, an

d e

co

zo

nes;

� dem

onstr

ate

and u

nders

tandin

g o

f th

e r

egio

nal div

ers

ity o

f C

anada’s

natu

ral

syste

ms a

nd

hu

ma

n s

yste

ms;

� d

istin

gu

ish

betw

ee

n th

e c

ha

racte

ristics o

f u

rba

n a

nd

ru

ral e

nvironm

en

ts;

� expla

in the g

eogra

phic

al re

quirem

ents

that dete

rmin

e the location o

f busin

esses,

ind

ustr

ies, a

nd

tra

nsp

ort

atio

n s

yste

ms a

nd

ma

ke

pre

dic

tio

ns a

bou

t fu

ture

lo

ca

tion

s

of th

ese

en

terp

rise

s a

nd

syste

ms;

� analy

se s

tatistical data

on p

opula

tion d

ensity to identify

tre

nds a

nd v

ariations;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

na

tura

l syste

ms in

flu

ence

cultu

ral a

nd

econom

ic a

ctivitie

s;

� e

xp

lain

how

th

e e

ffe

cts

of u

rban

gro

wth

alte

r th

e n

atu

ral e

nviro

nm

en

t;

� p

red

ict th

e c

on

seq

uen

ce

s o

f h

um

an

activitie

s o

n n

atu

ral syste

ms;

� se

lect a

nd

use

ap

pro

pria

te m

eth

od

s a

nd o

rga

niz

ers

to

an

aly

se

th

e e

con

om

ic,

socia

l, a

nd

na

tura

l fa

cto

rs th

at co

ntr

ibu

te to

th

e c

hara

cte

ristics o

f se

lecte

d r

eg

ion

s

an

d s

yste

ms in

Ca

na

da

;

� u

se

ge

ogra

phic

te

rms c

orr

ectly in

writt

en

an

d o

ral com

mu

nic

atio

n;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of sim

ilaritie

s a

mo

ng

cu

ltu

res a

nd

th

e n

eed

to

re

spect cu

ltura

l diffe

rences.

� p

erf

orm

ance

K/U

T/I

C

A

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

24

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

#1

- H

um

an

-En

vir

on

me

nt

Inte

racti

on

s

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Eco

log

ical F

oo

tpri

nt

Stu

de

nts

de

ve

lop

a p

oste

r d

ep

ictin

g

hu

ma

n a

nd

en

viro

nm

en

tal in

tera

ctio

ns.

Eco

log

ical F

oo

tpri

nt

� a

na

lyse

th

e w

ays in

wh

ich

na

tura

l syste

ms in

tera

ct w

ith

hu

ma

n s

yste

ms, th

en

m

ake

pre

dic

tio

ns a

bo

ut th

e o

utc

om

es o

f th

ese

in

tera

ctio

ns;

� e

xp

lain

th

e r

ole

of th

e g

ove

rnm

en

t in

ma

na

gin

g r

eso

urc

es a

nd

pro

tectin

g th

e

en

viro

nm

en

t;

� dem

onstr

ate

an u

nders

tandin

g o

f how

hu

man a

ctivitie

s a

ffect th

e e

nvironm

ent;

� d

em

onstr

ate

an

d u

nd

ers

tan

din

g o

f h

ow

na

tura

l syste

ms in

flu

ence

cu

ltu

ral a

nd

econom

ic a

ctivitie

s;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e w

ays in

wh

ich

th

e tra

ditio

na

l e

co

log

ica

l kn

ow

led

ge

of A

bo

rig

ina

l p

eo

ple

s in

flu

ence

s h

ow

th

ey in

tera

ct w

ith

th

eir

en

viro

nm

en

ts, in

clu

din

g th

eir c

on

ce

pts

of p

lace

, w

ilde

rness, a

nd

bo

un

da

ries;

� dem

onstr

ate

an u

nders

tandin

g o

f w

hat is

meant by a

n “

ecolo

gic

al fo

otp

rint.”

� p

encil-

an

d-p

ap

er

� p

ers

ona

l co

mm

un

ica

tio

n

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

25

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve A

cti

vit

y(i

es):

Un

it #

2 -

Meth

od

s o

f G

eo

gra

ph

ic In

qu

iry

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Map

Skills

Po

rtfo

lio

S

tudents

accum

ula

te a

colle

ction o

f o

rig

ina

l m

ap

wo

rk c

onstr

ucte

d to

ca

rtog

rap

hic

co

nven

tio

ns.

Map

Skills

Po

rtfo

lio

� dem

onstr

ate

and a

bili

ty to c

olle

ct, o

rganiz

e, and s

ynth

esiz

e info

rmation fro

m a

va

rie

ty o

f so

urc

es to

id

en

tify

th

e c

ha

racte

ristics o

f C

an

ad

a’s

geo

gra

ph

y;

� dem

onstr

ate

an u

nders

tandin

g o

f th

e m

eth

ods u

sed to c

olle

ct, o

rganiz

e,

ma

nip

ula

te, a

nd

in

terp

ret ge

og

rap

hic

da

ta;

� use c

art

ogra

phic

conventions c

orr

ectly w

hen c

onstr

ucting m

aps;

� lo

ca

te a

nd

use

eff

ective

ly g

eo

gra

ph

ic m

ate

ria

l fr

om

prim

ary

sou

rces to

re

sea

rch

a

ge

ogra

ph

ic issu

e;

� u

se

gra

ph

ic o

rga

niz

ers

eff

ective

ly to

vis

ua

lize

, cla

rify

, a

nd

in

terp

ret g

eo

gra

ph

ic

info

rmation;

� use d

iffe

rent ty

pes o

f m

aps to inte

rpre

t geogra

phic

rela

tionship

s, in

clu

din

g

ch

an

ges o

ve

r tim

e in

a s

pecific

loca

tio

n.

� p

ap

er-

an

d-p

en

cil

� p

ers

ona

l co

mm

un

ica

tio

n

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

26

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

#3

- G

eo

gra

ph

ic F

ou

nd

ati

on

s:

Sp

ac

e a

nd

Sys

tem

s

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

To

ur

of

Can

ad

a’s

Eco

zo

nes

Stu

de

nts

cre

ate

a to

ur

of C

ana

da

, vis

itin

g a

va

rie

ty o

f C

an

ada

’s

ecozon

es.

To

ur

of

Can

ad

a’s

Eco

zo

nes

� d

escrib

e s

ele

cte

d C

an

ad

ian

ecozon

es a

nd

id

en

tify

th

e p

rocesse

s th

at sh

ap

e

them

;

� id

entify

and a

naly

se p

attern

s o

f spatial org

aniz

ation, in

clu

din

g land u

se,

po

pu

latio

n d

istr

ibu

tion

, a

nd

ecozon

es;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e te

rms a

nd

co

nce

pts

asso

cia

ted

with

re

gio

ns;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

na

tura

l a

nd

hum

an

syste

ms in

tera

ct

within

ecozones;

� p

rodu

ce

a s

et o

f crite

ria

for

ide

ntify

ing

reg

ions, in

clu

din

g e

co

zo

nes;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e c

ha

racte

ristics o

f n

atu

ral syste

ms.

� p

erf

orm

ance

K/U

T/I

C

A

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

# 4

Glo

ba

l C

on

nec

tio

ns

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Glo

bal Is

su

e R

ep

ort

S

tud

en

ts r

ese

arc

h a

nd

rep

ort

on

an

is

su

e th

at d

em

on

str

ate

s C

an

ada

’s

rela

tio

nsh

ips w

ith

in th

e g

lob

al

com

munity.

Glo

bal Is

su

e R

ep

ort

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

Ca

na

da

’s d

ivers

e g

eo

gra

ph

y a

ffe

cts

its

e

con

om

ic, cu

ltu

ral, a

nd

en

viro

nm

en

tal lin

ks to

oth

er

cou

ntr

ies;

� a

na

lyse

con

ne

ctio

ns b

etw

ee

n d

iffe

ren

t pa

rts o

f C

an

ada

an

d b

etw

een

Ca

na

da

a

nd

oth

er

coun

trie

s;

� re

se

arc

h a

nd

re

port

on

glo

ba

l con

ce

rns th

at a

ffe

ct C

an

ad

ian

s;

� a

na

lyse

th

e g

lob

al d

istr

ibu

tio

n o

f m

ajo

r in

tern

atio

na

l a

gre

em

en

ts a

nd

org

an

iza

tio

ns in

wh

ich

Cana

da

part

icip

ate

s;

� expla

in the m

andate

of sele

cte

d inte

rnational org

aniz

ations to w

hic

h C

anada

belo

ngs a

nd e

valu

ate

their e

ffectiveness in a

ddre

ssin

g g

lobal concern

s;

� e

va

lua

te C

ana

da

’s p

art

icip

atio

n in

org

aniz

atio

ns th

at d

ea

l w

ith

glo

ba

l is

su

es;

� co

mpa

re a

ppro

ach

es to

enviro

nm

en

tal co

nce

rns in

Ca

na

da

with

tho

se

pra

ctised

in o

ther

nations.

� p

ap

er-

an

d-p

en

cil

K/U

T/I

C

A

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

27

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Ac

tivit

y(i

es

): U

nit

# 5

- U

nd

ers

tan

din

g a

nd

Ma

nag

ing

Ch

an

ge

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

De

sig

nin

g a

Pe

rfe

ct

Cit

y

Stu

de

nts

cre

ate

a c

ity u

sin

g c

oncep

ts

lea

rne

d fro

m u

rban

stu

die

s.

De

sig

nin

g a

Pe

rfe

ct

Cit

y

� synth

esiz

e info

rmation o

n c

hanges in the g

eogra

phy o

f C

anada, such a

s

ch

an

ges in

lan

d u

se

an

d u

rba

n p

att

ern

s, a

s w

ell

as r

eso

urc

e d

ep

letio

n, in

ord

er

to p

lan for

the futu

re;

� d

em

onstr

ate

an

d u

nd

ers

tan

din

g o

f se

lecte

d fa

cto

rs th

at ca

use

cha

ng

e in

hu

man

and n

atu

ral syste

ms;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e fa

cto

rs in

flu

encin

g d

em

og

raph

ics a

nd

m

igra

tion

in

Ca

na

da

;

� p

red

ict th

e c

on

seq

uen

ce

s o

f h

um

an

activitie

s o

n n

atu

ral syste

ms;

� se

lect a

ppro

pria

te p

rob

lem

so

lvin

g s

tra

teg

ies a

nd

app

ly th

em

to

a c

ase

stu

dy;

� e

va

lua

te th

e im

pa

ct o

f ch

an

ge

on

a s

ele

cte

d p

lan

nin

g p

roje

ct.

� p

erf

orm

ance

K/U

T/I

C

A

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

28

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#1

- H

um

an

-En

vir

on

me

nt

Inte

rac

tio

ns

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Inte

rnet

Gra

ph

ic R

ese

arc

h

Stu

de

nts

co

llect a

va

rie

ty o

f p

ictu

res o

r g

raph

ics th

at d

ep

ict th

e k

ey c

on

ce

pts

o

f h

um

an-e

nviro

nm

en

tal in

tera

ctio

ns.

Inte

rnet

Gra

ph

ic R

ese

arc

h

� dem

onstr

ate

an u

nders

tandin

g o

f w

hat is

meant by a

n “

ecolo

gic

al fo

otp

rint”

;

� dem

onstr

ate

an u

nders

tandin

g o

f how

hu

man a

ctivitie

s a

ffect th

e e

nvironm

ent;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

na

tura

l syste

ms in

flu

ence

cultu

ral a

nd

econom

ic a

ctivitie

s;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e w

ays in

wh

ich

th

e tra

ditio

na

l e

co

log

ica

l kn

ow

led

ge

of A

bo

rig

ina

l p

eo

ple

s in

flu

ence

s h

ow

th

ey in

tera

ct w

ith

th

eir

en

viro

nm

en

ts, in

clu

din

g th

eir c

on

ce

pts

of p

lace

, w

ilde

rness a

nd

bo

un

da

ries.

� m

ed

ia p

rese

nta

tio

nK

/UT

/IC

A

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#2

- M

eth

od

s o

f G

eo

gra

ph

ic In

qu

iry

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Ca

teg

ori

es

Ma

p A

na

lys

is (

Dia

gn

osti

c)

Stu

de

nts

ana

lyse

an

d in

terp

ret

info

rmation p

rovid

ed o

n a

va

riety

of

maps.

Ma

p A

na

lys

is (

Dia

gn

osti

c)

� dem

onstr

ate

an a

bili

ty to c

olle

ct, o

rganiz

e a

nd s

ynth

esiz

e info

rmation fro

m a

variety

of sourc

es.

� o

ral pre

se

nta

tio

n

� a

necd

ota

l fe

ed

back

K/U

T/I

C

A

Lo

ca

l B

iore

gio

n A

ss

ign

me

nt

Stu

de

nts

co

llect a

nd

syn

the

siz

e

info

rmation a

bout th

e local bio

regio

n.

Lo

ca

l B

iore

gio

n A

ss

ign

me

nt

� co

llect a

nd

syn

the

siz

e in

form

atio

n a

bou

t th

e lo

ca

l b

iore

gio

n.

� p

ap

er-

an

d-p

en

cil

Qu

iz o

n G

eo

gra

ph

ic T

erm

s

Qu

iz o

n G

eo

gra

ph

ic T

erm

s

� u

se

ge

ogra

phic

te

rms c

orr

ectly in

writt

en

an

d o

ral com

mu

nic

atio

n;

� lo

cate

and u

se e

ffectively

geogra

phic

mate

rial fr

om

prim

ary

sourc

es.

� p

ap

er-

an

d-p

en

cil

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

29

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#3

- G

eo

gra

ph

ic F

ou

nd

ati

on

s:

Sp

ace

an

d S

ys

tem

s

Na

me

& D

esc

rip

tio

n

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Wh

ere

do

yo

u w

an

t to

liv

e?

S

tud

en

ts d

escribe

whe

re th

ey w

ou

ld

most lik

e to liv

e in C

anada a

nd e

xpla

in

why.

Wh

ere

do

yo

u w

an

t to

liv

e?

� id

entify

the b

est pla

ce in C

anada to liv

e, usin

g a

reasoned a

rgum

ent to

justify

th

is c

hoic

e;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e te

rms a

nd

co

nce

pts

asso

cia

ted

with

re

gio

ns;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e c

ha

racte

ristics o

f n

atu

ral syste

ms;

� d

istin

gu

ish

betw

ee

n th

e c

ha

racte

ristics o

f ru

ral an

d u

rba

n e

nvir

onm

en

ts.

� p

ap

er-

an

d-p

en

cil

K/U

T/I

C

A

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

30

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#4

- G

lob

al C

on

nec

tio

ns

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Min

d M

ap

pin

g C

an

ad

a’s

Glo

bal

Co

mm

un

ity

Stu

dents

to p

roduce a

min

d m

ap o

f th

eir c

urr

en

t u

nd

ers

tan

din

g o

f C

ana

da

’s e

con

om

ic, cu

ltu

ral, a

nd

e

nviro

nm

en

tal lin

ks to

oth

er

co

un

trie

s

and q

uestions they w

ant to

investigate

.

Min

d M

ap

pin

g C

an

ad

a’s

Glo

bal C

om

mu

nit

y

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

Ca

na

da

’s d

ivers

e g

eo

gra

ph

y a

ffe

cts

its

e

con

om

ic, cu

ltu

ral, a

nd

en

viro

nm

en

tal lin

ks to

oth

er

cou

ntr

ies.

� A

ne

cdo

tal

fee

db

ack

K/U

T/I

C

A

Qu

iz

Qu

iz

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

Ca

na

da

’s d

ivers

e g

eo

gra

ph

y a

ffe

cts

its

e

con

om

ic, cu

ltu

ral a

nd

en

viro

nm

en

tal lin

ks to

oth

er

cou

ntr

ies;

� a

na

lyse

con

ne

ctio

ns b

etw

ee

n d

iffe

ren

t pa

rts o

f C

an

ada

, a

nd

be

twee

n C

an

ada

a

nd

oth

er

coun

trie

s;

� a

na

lyse

th

e g

lob

al d

istr

ibu

tio

n o

f m

ajo

r in

tern

atio

na

l a

gre

em

en

ts a

nd

org

an

iza

tio

ns in

wh

ich

Cana

da

part

icip

ate

s;

� expla

in the m

andate

of sele

cte

d inte

rnational org

aniz

ations to w

hic

h C

anada

belo

ngs a

nd e

valu

ate

their e

ffectiveness in a

ddre

ssin

g g

lobal concern

s;

� d

em

onstr

ate

a k

now

led

ge

of C

an

ad

a’s

sig

nific

an

t w

orld

co

ntr

ibu

tio

ns;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e in

terd

ep

end

ence

of C

an

ad

ian

an

d w

orld

e

con

om

ies;

� e

xp

lain

how

Ca

na

da

’s n

atu

ral syste

ms fo

rm p

art

of g

lob

al n

atu

ral syste

ms.

� p

ap

er-

an

d-p

en

cil

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

31

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#5

- U

nd

ers

tan

din

g a

nd

Ma

na

gin

g C

ha

ng

e

Nam

e &

Descri

pti

on

L

ea

rnin

g E

xp

ec

tati

on

s

As

se

ss

me

nt

To

ols

&

Str

ate

gie

s

Cate

go

ries

Jig

saw

Acti

vit

y

Stu

de

nts

syn

the

siz

e in

form

atio

n

(culture

, change in s

yste

ms,

de

mo

gra

ph

ics, a

nd

mig

ratio

n)

and

p

repa

re a

writte

n r

ep

ort

.

Jig

saw

Acti

vit

y

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of sim

ilaritie

s a

mo

ng

cu

ltu

res a

nd

th

e n

eed

to

re

spect cu

ltura

l diffe

rences;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of se

lecte

d fa

cto

rs th

at ca

use

cha

ng

e in

hu

man

and n

atu

ral syste

ms;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of th

e fa

cto

rs in

flu

encin

g d

em

og

raph

ics a

nd

m

igra

tion

in

Ca

na

da

.

� o

ral pre

se

nta

tio

n

� p

ap

er-

an

d-p

en

cil

K/U

T/I

C

A

Care

er

Researc

h A

ssig

nm

en

t S

tudents

use a

com

pute

r to

searc

h for

care

ers

rela

ted to g

eogra

phy a

nd

pre

dic

t fu

ture

jo

b a

nd

ca

reer

opport

unitie

s. S

tudents

cre

ate

a

bro

ch

ure

or

ma

gazin

e a

rtic

le o

n th

eir

ca

reer

of ch

oic

e.

Care

er

Researc

h A

ssig

nm

en

t

� re

se

arc

h a

nd

id

en

tify

th

e e

du

ca

tio

na

l re

qu

irem

en

ts fo

r a

care

er

rela

ted

to

g

eo

gra

ph

y;

� p

red

ict jo

b a

nd

ca

reer

op

po

rtu

nitie

s th

at m

ay b

e a

va

ilab

le in

all

se

cto

rs o

f th

e

Canadia

n e

conom

y in the tw

enty

-first centu

ry;

� d

em

onstr

ate

an

un

de

rsta

nd

ing

of h

ow

glo

ba

l eco

nom

ic a

nd

en

viron

me

nta

l fa

cto

rs a

ffect in

div

idual care

er

and lifesty

le o

pport

unitie

s.

� p

erf

orm

ance

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A –

Ap

plic

atio

n

32

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

F.

En

gli

sh

As

se

ss

me

nt

Pla

n (

Sa

mp

le)

Gra

de:

10

Su

bje

ct:

E

ng

lish

Acad

em

ic

Co

urs

e:

EN

G2D

En

du

rin

g U

nd

ers

tan

din

gs:

Th

e s

tud

en

t w

ill u

nde

rsta

nd

: 1.

how

the form

and p

urp

ose o

f a text is

used to

ge

nera

te o

r en

ha

nce

mea

nin

g.

2.

ho

w th

e in

tend

ed

aud

ience o

f a

te

xt d

ete

rmin

es th

e

lan

gua

ge

and c

on

ve

ntion

s th

at a

re u

se

d.

3.

tha

t w

ritin

g is a

pro

cess th

at is

a fu

nd

am

en

tal

req

uire

me

nt in

co

nstr

ucting

pro

du

ct.

4

. h

ow

va

lue

s, pe

rsp

ective

s, a

nd

wo

rld

vie

ws in

flue

nce

co

mm

un

ica

tio

n a

nd

insig

ht.

5.

that critical th

inkin

g is e

ssential in

develo

pin

g c

larity

and insig

ht.

6.

tha

t la

ng

uag

e is th

e b

asis

fo

r th

inkin

g,

co

mm

un

ica

tio

n, a

nd

le

arn

ing

. 7.

that th

rough the s

tudy o

f lit

era

ture

, in

form

ational

texts

, a

nd

med

ia w

ork

s th

ey c

an

de

ep

en th

eir

un

ders

tan

din

g o

f th

em

se

lve

s a

nd

th

e w

orld

aro

un

d

them

.

Es

se

nti

al Q

ue

sti

on

s:

1.1

What m

eth

od c

an c

om

munic

ate

my ideas e

ffectively

, pow

erf

ully

, and inte

restingly

to a

specific

audie

nce?

1.2

How

do

es th

e im

pa

ct o

f a

me

ssa

ge

chan

ge

dep

end

ing

on

th

e fo

rm th

rou

gh

wh

ich

it is

de

live

red

?

2.1

Wh

at is

th

e r

ela

tio

nsh

ip b

etw

een

th

e w

rite

r a

nd

th

e te

xt?

…th

e r

ea

de

r an

d th

e te

xt?

…th

e r

ea

de

r an

d th

e

wri

ter?

3

.1 H

ow

do

I o

rga

niz

e a

nd

po

lish

my id

eas in

writt

en

and

ora

l co

mm

un

ica

tio

n s

o th

at I ca

n b

e u

nde

rsto

od

, cle

ar,

an

d in

flu

en

tia

l?

4.1

Why d

on’t w

rite

rs just say w

hat th

ey m

ean?

4.2

How

do

es o

ne

’s e

nvir

on

me

nt in

flu

ence

on

e’s

th

ou

gh

ts a

nd

ide

as?

5.1

Wh

at is

th

e d

iffe

ren

ce

be

twe

en

in

form

atio

n a

nd

evid

en

ce?

5

.2 W

ha

t is

th

e a

uth

or’s to

ne

an

d w

hy d

id s

he

ch

oo

se

it?

6

.1 H

ow

do

es a

re

ad

er’s s

ensitiv

ity to

th

e la

ng

uag

e o

f te

xts

aff

ect h

er

ab

ility

to

re

ad

an

d a

pp

recia

te te

xt?

6

.2 W

ha

t is

th

e s

ign

ific

an

ce

of w

ord

cho

ice

an

d fig

ura

tive

la

ng

uag

e?

7

.1 H

ow

are

ch

ara

cte

rs a

nd

th

em

es in

te

xts

sim

ilar

an

d a

pp

lica

ble

to

life

? …

to o

the

r te

xts

?

Imp

ort

an

t K

no

wle

dg

e a

nd

Skills

: 1.1

dem

onstr

ate

an u

nders

tandin

g o

f th

e e

lem

ents

of a r

ange o

f lit

era

ry, in

form

ational and m

edia

form

s (

novels

, poem

s, pla

ys, in

form

ationa

l p

iece

s)

and

ge

nre

s

1.2

use a

nd identify

sty

listic d

evic

es, figura

tive e

xpre

ssio

n a

nd v

oic

e in litera

ry a

nd info

rmational te

xts

1

.3

ide

ntify

an

d a

pp

ly lite

rary

an

d in

form

ation

al fo

rms s

uite

d to

va

rio

us p

urp

ose

s a

nd a

ud

iences

2.1

u

se

a le

ve

l o

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3

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ga

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texts

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idea

s in

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5.1

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mu

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ren

tly a

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lo

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su

pp

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opin

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jud

ge

men

ts in

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l a

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writt

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co

mm

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kill

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Bo

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ee

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ea

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tho

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w

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ne a

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ora

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ng

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Exp

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ss

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sm

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t T

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ien

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use

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mm

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me

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Exp

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ns

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ss

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sm

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t T

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aud

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ss

es

sm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Sc

en

e D

ram

ati

zati

on

S

tud

en

ts d

em

on

str

ate

th

eir

un

ders

tan

din

g o

f th

e c

hara

cte

rs a

nd

th

eir r

ela

tio

nsh

ips o

f a

pla

y b

y

dra

ma

tizin

g k

ey s

cen

es. T

he

y

enhance their p

resenta

tion thro

ugh

skilf

ul use o

f voic

e, m

ovem

ent, a

nd

gestu

re.

Sc

en

e D

ram

ati

zati

on

� re

ad

an

d d

em

on

str

ate

an

un

ders

tan

din

g o

f a

ra

ng

e o

f lit

era

ry a

nd in

form

atio

na

l te

xts

, b

oth

con

tem

pora

ry a

nd

fro

m h

isto

rica

l p

erio

ds;

� analy

se info

rmation, id

eas, and e

lem

ents

in texts

and s

ynth

esiz

e a

nd

com

munic

ate

their fin

din

gs;

� u

se

kn

ow

led

ge

of vo

ca

bu

lary

an

d la

ngu

ag

e c

on

ve

ntion

s to

spe

ak, w

rite

, a

nd

re

ad

co

mpe

ten

tly a

nd

eff

ective

ly fo

r a

va

rie

ty o

f p

urp

oses a

nd

aud

iences, u

sin

g a

le

ve

l of la

nguage a

ppro

priate

to the c

onte

xt;

� use lis

tenin

g techniq

ues a

nd o

ral com

munic

ation s

kill

s to p

art

icip

ate

in c

lassro

om

d

iscussio

ns a

nd

mo

re fo

rma

l a

ctivitie

s, su

ch

as d

ram

atizin

g, p

resentin

g, a

nd

d

eb

ating

, fo

r a

va

rie

ty o

f p

urp

oses a

nd

au

die

nce

s.

� ch

ecklis

t

� ru

bri

c

K/U

T/I

C

A

Scen

e A

naly

sis

S

tudents

pre

sent an o

ral com

menta

ry

to the c

lass o

n the s

cene that th

ey

dra

matized. T

hey a

naly

se the d

ram

atic

pu

rpo

se

s o

f th

e s

ce

ne

an

d th

e

ch

an

ges in

rela

tio

nsh

ips. T

he

y p

rovid

e

an

an

aly

sis

of th

e p

oe

tic d

evic

es o

f a

passage o

f poetr

y fro

m the s

cene.

They u

se v

isual aid

s to e

mphasiz

e k

ey

poin

ts o

f th

eir c

om

menta

ry.

Scen

e A

naly

sis

� id

entify

and e

xpla

in the e

ffect of specific

ele

ments

of sty

le in a

range o

f lit

era

ry

and info

rmational te

xts

;

� dem

onstr

ate

an u

nders

tandin

g o

f th

e e

lem

ents

of a r

ange o

f lit

era

ry a

nd

info

rma

tion

al fo

rms, w

ith

a fo

cus o

n n

ove

ls, p

oe

ms, pla

ys, a

nd

op

inio

n p

ieces;

� u

se

kn

ow

led

ge

of vo

ca

bu

lary

an

d la

ngu

ag

e c

on

ve

ntion

s to

spe

ak, w

rite

, a

nd

re

ad

co

mpe

ten

tly a

nd

eff

ective

ly fo

r a

va

rie

ty o

f p

urp

oses a

nd

aud

iences, u

sin

g a

le

ve

l of la

nguage a

ppro

priate

to the c

onte

xt;

� use lis

tenin

g techniq

ues a

nd o

ral com

munic

ation s

kill

s to p

art

icip

ate

in c

lassro

om

d

iscussio

ns a

nd

mo

re fo

rma

l a

ctivitie

s, su

ch

as d

ram

atizin

g, p

resentin

g, a

nd

d

eb

ating

, fo

r a

va

rie

ty o

f p

urp

oses a

nd

au

die

nce

s;

� u

se

kn

ow

led

ge

of a

ra

ng

e o

f m

ed

ia fo

rms, p

urp

ose

s, a

nd

aud

iences to

cre

ate

m

edia

work

s, and u

se e

sta

blis

hed c

rite

ria to a

ssess the e

ffectiveness o

f th

e

wo

rks.

� ch

ecklis

t

� ru

bri

c

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

43

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#1

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ss

es

sm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Pers

on

al R

esp

on

ses

S

tudents

make s

evera

l pers

onal

resp

onses to

in

form

ation

al a

nd

lite

rary

te

xts

in

corp

ora

tin

g c

on

nectio

ns to

p

ers

ona

l e

xpe

rie

nces, o

the

r te

xts

, a

nd

th

e w

orld

aro

un

d th

em

.

Pers

on

al R

esp

on

ses

� p

rodu

ce

writt

en

work

for

a v

arie

ty o

f p

urp

ose

s, w

ith

a fo

cus o

n in

terp

retin

g a

nd

analy

sin

g info

rmation, id

eas, th

em

es, and issues a

nd s

upport

ing o

pin

ions w

ith

co

nvin

cin

g e

vid

ence

;

� a

ssess th

eir fa

cili

ty w

ith

th

e w

ritin

g p

roce

ss, d

ocu

men

tin

g th

eir u

se

of g

en

res a

nd

fo

rms in

pe

rso

na

l a

nd

assig

ne

d w

ritin

g a

nd

id

en

tify

ing

go

als

fo

r w

ritin

g

impro

vem

ent and g

row

th;

� u

se

a v

arie

ty o

f o

rga

niz

ation

al te

chn

iques to

pre

se

nt id

eas a

nd

in

form

atio

n

logic

ally

and c

ohere

ntly in w

ritten w

ork

;

� re

vis

e th

eir w

ritt

en

work

ind

ep

en

de

ntly a

nd

co

llab

ora

tive

ly, w

ith

a fo

cus o

n s

uppo

rt

for

ide

as a

nd

op

inio

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racy, cla

rity

, co

here

nce

, an

d e

ffe

ctive

use

of sty

listic

devic

es.

� ru

bric o

r ra

ting

sca

le

K/U

T/I

C

A

Sh

ort

Sp

eech

S

tudents

pre

sent a s

hort

speech to the

cla

ss a

s a

chara

cte

r fr

om

the n

ovel.

Th

is c

hara

cte

r u

ses r

he

torica

l d

evic

es

and fig

ura

tive language to p

ers

uade

the identified a

udie

nce to d

o

so

me

thin

g.

Sh

ort

Sp

eech

� use lis

tenin

g techniq

ues a

nd o

ral com

munic

ation s

kill

s to p

art

icip

ate

in c

lassro

om

d

iscussio

ns a

nd

mo

re fo

rma

l a

ctivitie

s, su

ch

as d

ram

atizin

g, p

resentin

g, a

nd

d

eb

ating

, fo

r a

va

rie

ty o

f p

urp

oses a

nd

au

die

nce

s;

� u

se

kn

ow

led

ge

of vo

ca

bu

lary

an

d la

ngu

ag

e c

on

ve

ntion

s to

spe

ak, w

rite

, a

nd

re

ad

co

mpe

ten

tly a

nd

eff

ective

ly fo

r a

va

rie

ty o

f p

urp

oses a

nd

aud

iences, u

sin

g a

le

ve

l of la

nguage a

ppro

priate

to the c

onte

xt;

� analy

se info

rmation, id

eas, and e

lem

ents

in texts

and s

ynth

esiz

e a

nd

com

munic

ate

their fin

din

gs;

� use r

ele

vant, s

ignific

ant, a

nd e

xplic

it in

form

ation a

nd ideas fro

m texts

to s

upport

in

terp

reta

tions;

� p

lan

and

ma

ke

ora

l pre

se

nta

tio

ns ind

epen

de

ntly, a

da

ptin

g v

oca

bu

lary

an

d u

sin

g

meth

ods o

f deliv

ery

to s

uit a

udie

nce, purp

ose, and topic

.

� o

ral pre

se

nta

tio

n

� ru

bri

c

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

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Th

inkin

g/I

nq

uir

y

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– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

44

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nn

e W

oo

dle

y a

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ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#1

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ss

es

sm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Le

tte

r S

tudents

write

a letter

from

the p

oin

t of

vie

w o

f one o

f th

e c

hara

cte

rs in the

no

ve

l a

nd

dis

cuss th

em

es.

Le

tte

r

� u

se

plo

t str

uctu

re a

nd

ch

ara

cte

r po

rtra

ya

l to

de

ve

lop

th

em

es in

sho

rt s

torie

s;

� co

nsid

er

the

ch

ara

cte

ristics o

f th

e in

tend

ed

aud

ience in

se

lectin

g a

n a

pp

ropria

te

form

and d

evelo

pin

g the c

onte

nt of w

ritten w

ork

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now

ledge o

f ele

ments

of th

e n

ovel, s

uch a

s p

lot and s

ubplo

t,

chara

cte

rization, settin

g, conflic

t, them

e,

poin

t of vie

w, and c

ultura

l and h

isto

rical

conte

xts

, to

unders

tand a

nd inte

rpre

t exam

ple

s o

f th

e g

enre

;

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ele

vant, s

ignific

ant, a

nd e

xplic

it in

form

ation a

nd ideas fro

m texts

to s

upport

in

terp

reta

tions.

� ra

tin

g s

ca

le

K/U

T/I

C

A

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

45

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#2

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Essa

y O

utl

ine

S

tud

en

ts w

ill r

ese

arc

h a

n issu

e

rele

va

nt to

th

eir liv

es a

nd

pre

pa

re a

n

essay o

utlin

e u

sin

g a

tem

pla

te.

Essa

y O

utl

ine

� pre

sent suffic

ient, s

ignific

ant evid

ence fro

m a

text to

support

opin

ions a

nd

jud

ge

me

nts

;

� u

se

a v

arie

ty o

f o

rga

niz

ation

al te

chn

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se

nt id

eas a

nd

in

form

atio

n

logic

ally

and c

ohere

ntly in w

ritten w

ork

;

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uctu

re th

e in

tro

ducto

ry p

ara

gra

phs o

f sh

ort

essa

ys u

sin

g a

cle

ar

sta

tem

en

t o

f th

e to

pic

or

the

sis

, a

de

vis

e to

en

ga

ge

the

re

ade

r’s in

tere

st a

nd

an

ove

rvie

w o

f th

e

ma

in p

oin

ts to

be

co

vere

d;

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se

a p

att

ern

such

as c

om

pa

riso

n a

nd

co

ntr

ast,

ca

use

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d e

ffe

ct,

or

cla

ssific

atio

n

to s

tructu

re s

ho

rt e

ssa

ys;

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vestigate

pote

ntial to

pic

s b

y form

ula

ting q

uestions, id

entify

ing info

rmation n

eeds

an

d p

urp

oses fo

r w

ritin

g, an

d d

eve

lop

ing

re

se

arc

h p

lan

s to

ga

the

r d

ata

;

� lo

ca

te a

nd

sum

ma

rize

in

form

atio

n a

nd

ide

as fro

m p

rin

t a

nd

ele

ctr

on

ic s

ou

rces,

inclu

din

g s

urv

eys, sta

tistical d

ata

ba

nks, re

port

s, p

eriod

ica

ls, a

nd

ne

ws g

rou

ps.

� a

necd

ota

l com

menta

ry/

co

nfe

rencin

g

K/U

T/I

C

A

Wo

rks

Cit

ed

In

div

idu

ally

, stu

de

nts

pre

pare

a w

ork

s

cited for

their e

ssay, apply

MLA

fo

rmat.

Wo

rks

Cit

ed

� id

entify

borr

ow

ed info

rmation, id

eas, and q

uota

tions a

nd u

se a

variety

of

tech

niq

ues to in

co

rpora

te th

em

sm

oo

thly

in

to w

ritt

en

wo

rk a

nd

in

de

pe

nd

en

t re

se

arc

h p

roje

cts

.

� a

necd

ota

l co

mm

en

ts

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

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– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

46

©

Lia

nn

e W

oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#2

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Tim

ed

Wri

tin

g -

Pers

uasiv

e E

ssa

y

Stu

de

nts

exte

nd

de

ve

lop

ed a

rgu

me

nts

to

pro

duce a

pers

uasiv

e e

ssay to

dem

onstr

ate

their w

riting s

kill

s a

nd text

an

aly

sis

based

on

th

eir

ou

tlin

e.

Tim

ed

Wri

tin

g -

Pers

uasiv

e E

ssa

y

� u

se

th

e in

form

atio

n a

nd

ide

as g

en

era

ted

, re

sea

rche

d, a

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eva

lua

ted

to

de

ve

lop

the c

onte

nt of w

ritten w

ork

;

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rodu

ce

writt

en

work

for

a v

arie

ty o

f p

urp

ose

s, w

ith

a fo

cus o

n in

terp

retin

g a

nd

a

na

lysin

g in

form

atio

n, id

eas, th

em

es a

nd

issu

es a

nd

su

pp

ort

ing

opin

ions w

ith

co

nvin

cin

g e

vid

ence

;

� sele

ct a v

oic

e a

nd a

n a

ppro

priate

level of la

nguage to s

uit the form

, purp

ose, and

audie

nce o

f th

eir w

riting;

� pre

sent suffic

ient, s

ignific

ant evid

ence fro

m a

text to

support

opin

ions a

nd

jud

ge

me

nts

;

� u

se

a v

arie

ty o

f o

rga

niz

ation

al te

chn

iques to

pre

se

nt id

eas a

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atio

n

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ally

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ohere

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ritten w

ork

;

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uctu

re th

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tro

ducto

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gra

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ort

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ys u

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g a

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tem

en

t o

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e to

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sis

, a

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vis

e to

en

ga

ge

the

re

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r’s in

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st a

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in p

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� re

co

gn

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, d

escrib

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use

co

rrectly, in

ora

l a

nd

writt

en

la

ng

uag

e, th

e la

ng

ua

ge

str

uctu

res o

f sta

nda

rd C

ana

dia

n E

ng

lish a

nd

its

con

ve

ntio

ns o

f g

ram

ma

r a

nd

u

sag

e.

� ru

bri

c

K/U

T/I

C

A

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

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Th

inkin

g/I

nq

uir

y

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– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

47

©

Lia

nn

e W

oo

dle

y a

nd

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ge

la F

erg

uso

n,

20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#3

Na

me

& D

esc

rip

tio

n

Learn

ing

Exp

ecta

tio

ns

A

ssessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Pers

on

al R

esp

on

ses

S

tudents

make s

evera

l pers

onal

resp

onses to

in

form

ation

al a

nd

lite

rary

te

xts

in

corp

ora

tin

g c

on

nectio

ns to

p

ers

ona

l e

xpe

rie

nces, o

the

r te

xts

, a

nd

th

e w

orld

aro

un

d th

em

.

Pers

on

al R

esp

on

ses

� p

rodu

ce

writt

en

work

for

a v

arie

ty o

f p

urp

ose

s, w

ith

a fo

cus o

n in

terp

retin

g a

nd

a

na

lysin

g in

form

atio

n, id

eas, th

em

es, a

nd

issu

es a

nd

su

pp

ort

ing

opin

ions w

ith

co

nvin

cin

g e

vid

ence

;

� a

ssess th

eir fa

cili

ty w

ith

th

e w

ritin

g p

roce

ss, d

ocu

men

tin

g th

eir u

se

of g

en

res a

nd

fo

rms in

pe

rso

na

l a

nd

assig

ne

d w

ritin

g a

nd

id

en

tify

ing

go

als

fo

r w

ritin

g

impro

vem

ent and g

row

th;

� u

se

a v

arie

ty o

f o

rga

niz

ation

al te

chn

iques to

pre

se

nt id

eas a

nd

in

form

atio

n

logic

ally

and c

ohere

ntly in w

ritten w

ork

;

� re

vis

e th

eir w

ritt

en

work

ind

ep

en

de

ntly a

nd

co

llab

ora

tive

ly, w

ith

a fo

cus o

n s

uppo

rt

for

ide

as a

nd

op

inio

ns, accu

racy, cla

rity

, co

here

nce

, an

d e

ffe

ctive

use

of sty

listic

devic

es.

� ru

bri

c

K/U

T/I

C

A

Gro

up

Sh

ort

Sto

ry

Stu

de

nts

cre

ate

a s

hort

sto

ry v

ers

ion

of anoth

er

text (m

edia

work

, poem

, novel, p

lay, etc

.) in o

rder

to h

ighlig

ht

co

nflic

t a

nd

th

em

e.

Gro

up

Sh

ort

Sto

ry

� u

se

plo

t str

uctu

re a

nd

ch

ara

cte

r po

rtra

ya

l to

pre

se

nt co

nflic

ts in

sho

rt s

torie

s;

� u

se

plo

t str

uctu

re a

nd

ch

ara

cte

r po

rtra

ya

l to

de

ve

lop

th

em

es in

sho

rt s

torie

s.

� p

ee

r assessm

en

t

� a

necd

ota

l co

mm

en

ts

K

/U –

Kn

ow

led

ge

/Un

de

rsta

nd

ing

T/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A

– A

pp

lica

tio

n

48

©

Lia

nn

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oo

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y a

nd

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ge

la F

erg

uso

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20

03

Fo

rma

tive

/Dia

gn

osti

c A

cti

vit

y(i

es

): U

nit

#4

Na

me

& D

esc

rip

tio

n

Le

arn

ing

Exp

ec

tati

on

s

Assessm

en

t T

oo

ls

& S

trate

gie

s

Cate

go

ries

Sc

en

e E

xc

erp

t D

ram

ati

zati

on

S

tud

en

ts d

em

on

str

ate

th

eir

un

ders

tan

din

g o

f th

e c

hara

cte

rs a

nd

th

eir r

ela

tio

nsh

ips in

a p

lay b

y

dra

ma

tizin

g k

ey s

cen

es. T

he

y

enhance their p

resenta

tion thro

ugh

skilf

ul use o

f voic

e, m

ovem

ent, a

nd

gestu

re.

Sc

en

e E

xc

erp

t D

ram

ati

zati

on

� re

ad

an

d d

em

on

str

ate

an

un

ders

tan

din

g o

f a

ra

ng

e o

f lit

era

ry a

nd in

form

atio

na

l te

xts

, b

oth

con

tem

pora

ry a

nd

fro

m h

isto

rica

l p

erio

ds;

� analy

se info

rmation, id

eas, and e

lem

ents

in texts

and s

ynth

esiz

e a

nd

com

munic

ate

their fin

din

gs;

� u

se

kn

ow

led

ge

of vo

ca

bu

lary

an

d la

ngu

ag

e c

on

ve

ntion

s to

spe

ak, w

rite

, a

nd

re

ad

co

mpe

ten

tly a

nd

eff

ective

ly fo

r a

va

rie

ty o

f p

urp

oses a

nd

aud

iences, u

sin

g a

le

ve

l of la

nguage a

ppro

priate

to the c

onte

xt;

� use lis

tenin

g techniq

ues a

nd o

ral com

munic

ation s

kill

s to p

art

icip

ate

in c

lassro

om

d

iscussio

ns a

nd

mo

re fo

rma

l a

ctivitie

s, su

ch

as d

ram

atizin

g, p

resentin

g, a

nd

d

eb

ating

, fo

r a

va

rie

ty o

f p

urp

oses a

nd

au

die

nce

s.

� ru

bri

c

� p

ee

r assessm

en

t

K/U

T/I

C

A

Pers

on

al R

esp

on

ses

Stu

dents

make s

evera

l pers

onal

resp

onses to

in

form

ation

al a

nd

lite

rary

te

xts

, in

corp

ora

ting c

onnections to

pe

rso

na

l e

xpe

rie

nces, o

the

r te

xts

, a

nd

th

e w

orld

aro

un

d th

em

.

Pers

on

al R

esp

on

ses

� p

rodu

ce

writt

en

work

for

a v

arie

ty o

f p

urp

ose

s, w

ith

a fo

cus o

n in

terp

retin

g a

nd

a

na

lysin

g in

form

atio

n, id

eas, th

em

es a

nd

issu

es a

nd

su

pp

ort

ing

opin

ions w

ith

co

nvin

cin

g e

vid

ence

;

� a

ssess th

eir fa

cili

ty w

ith

th

e w

ritin

g p

roce

ss, d

ocu

men

tin

g th

eir u

se

of g

en

res a

nd

fo

rms in

pe

rso

na

l a

nd

assig

ne

d w

ritin

g a

nd

id

en

tify

ing

go

als

fo

r w

ritin

g

impro

vem

ent and g

row

th;

� u

se

a v

arie

ty o

f o

rga

niz

ation

al te

chn

iques to

pre

se

nt id

eas a

nd

in

form

atio

n

logic

ally

and c

ohere

ntly in w

ritten w

ork

;

� re

vis

e th

eir w

ritt

en

work

ind

ep

en

de

ntly a

nd

co

llab

ora

tive

ly, w

ith

a fo

cus o

n s

uppo

rt

for

ide

as a

nd

op

inio

ns, accu

racy, cla

rity

, co

here

nce

, an

d e

ffe

ctive

use

of sty

listic

de

vic

es.

� ru

bri

c

K/U

– K

no

wle

dg

e/U

nd

ers

tan

din

g

T

/I –

Th

inkin

g/I

nq

uir

y

C

– C

om

mu

nic

atio

n

A –

Ap

plic

atio

n

49

©

Lia

nn

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nd

An

ge

la F

erg

uso

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20

03

G. R

ead

ing

Assessm

en

t P

lan

(S

am

ple

)

Gra

de

3

Su

bje

ct:

La

ng

ua

ge

Un

it:

Read

ing

En

du

rin

g U

nd

ers

tan

din

gs

Th

e s

tud

en

t w

ill:

� re

ad

a v

arie

ty o

f fictio

n a

nd n

on

-fic

tion

ma

teria

ls fo

r d

iffe

ren

t p

urp

oses;

� re

ad

ind

epe

nd

en

tly u

sin

g a

va

rie

ty o

f re

ad

ing

str

ate

gie

s;

� e

xp

ress c

lear

respo

nses to

writt

en

ma

teria

ls, re

lating

th

e

ide

as in

th

em

to

th

eir o

wn

kn

ow

led

ge

an

d e

xp

erie

nce

a

nd

to

id

eas a

nd

oth

er

mate

ria

ls th

at th

ey h

ave

re

ad

;

� id

entify

and d

escribe d

iffe

rent fo

rms o

f w

riting (

e.g

.,

poem

s, sto

ries, pla

ys);

� u

nd

ers

tan

d the

vo

ca

bu

lary

an

d la

ng

ua

ge s

tructu

res

ap

pro

pria

te fo

r th

is g

rade

;

� u

se

co

nven

tio

ns o

f w

ritt

en m

ate

ria

ls to

he

lp th

em

u

nd

ers

tan

d a

nd

use

th

e m

ate

ria

ls.

Essen

tial Q

uesti

on

s

� W

ha

t is

th

e m

ain

id

ea

in

a p

iece

of

writing

an

d w

ha

t a

re th

e s

upp

ort

ing

de

tails

?

� W

hat are

the e

lem

ents

of sto

ries (

e.g

., p

lot, c

entr

al id

ea, chara

cte

r, s

ettin

g)?

� W

hat is

the d

iffe

rence b

etw

een fact and fic

tion?

� H

ow

do

es a

re

ad

er

make

in

fere

nces w

hile

re

ad

ing

?

� H

ow

do

es a

re

ad

er

de

term

ine

th

e m

ea

nin

g o

f a

pa

ssag

e th

at co

nta

ins u

nfa

mili

ar

wo

rds?

� H

ow

do

rea

de

rs d

eve

lop

th

eir

ow

n o

pin

ion

s b

y c

onsid

eri

ng

id

eas fro

m v

ari

ou

s w

ritt

en

ma

teria

ls?

� W

ha

t re

ad

ing s

tra

teg

ies h

elp

us r

ea

d in

de

pe

nd

en

tly?

� H

ow

do

we

rea

d a

loud

cle

arl

y a

nd

with

exp

ressio

n?

� W

ha

t vo

ca

bu

lary

an

d la

ng

ua

ge

str

uctu

res d

o w

e n

eed to

kn

ow

for

this

gra

de

le

ve

l?

� H

ow

can

re

ad

ers

use

conve

ntio

ns o

f w

ritt

en

ma

teria

ls to

he

lp th

em

un

ders

tan

d a

nd

use

th

e m

ate

ria

ls?

50

©

Lia

nn

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oo

dle

y a

nd

An

ge

la F

erg

uso

n,

20

03

Su

mm

ati

ve

Eva

lua

tio

ns

Nam

e &

Descri

pti

on

L

earn

ing

Exp

ecta

tio

ns

C

ate

go

ries

A

ssessm

en

t T

oo

ls &

Str

ate

gie

s

Ru

nn

ing

Rec

ord

an

d M

isc

ue

A

na

lys

is

The teacher

sits a

nd lis

tens to the

stu

den

t re

ad

a g

rade

-spe

cific

/ le

ve

lled

te

xt.

Th

e te

ach

er

record

s

eve

ryth

ing

the

ch

ild s

ays a

nd

do

es

wh

ile r

ea

din

g a

lou

d a

nd

th

en

a

na

lyse

s th

e r

ea

din

g s

kill

s,

reco

rdin

g e

rro

rs, se

lf-c

orr

ectio

ns,

and s

trate

gie

s.

Ru

nn

ing

Rec

ord

an

d M

isc

ue

An

aly

sis

� re

ad

ind

epe

nd

en

tly u

sin

g a

va

rie

ty o

f re

ad

ing

str

ate

gie

s;

� re

ad

alo

ud

spe

akin

g c

lea

rly a

nd

with

expre

ssio

n;

� u

nd

ers

tan

d the

vo

ca

bu

lary

an

d la

ng

ua

ge s

tructu

res

ap

pro

pria

te fo

r th

is g

rade

;

� u

se

th

e c

on

ve

ntio

ns o

f w

ritt

en

ma

teria

ls to

he

lp th

em

u

nd

ers

tan

d a

nd

use

th

e m

ate

ria

ls.

R

C

O

A

Pa

pe

r-a

nd

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encil

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l C

om

mu

nic

atio

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erf

orm

ance

T

ask

Re

ad

ing

Co

mp

reh

en

sio

n T

es

t P

revio

usly

unse

en

in

str

uctio

na

l le

vel te

xt is

read independently b

y

stu

den

ts w

ho w

rite

answ

ers

to

q

uestio

ns b

ase

d o

n a

ch

ieve

me

nt

ca

tego

ries o

r p

rovid

e a

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ers

ora

lly.

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ad

ing

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mp

reh

en

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n T

es

t

� e

xp

ress c

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respo

nses to

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en

ma

teria

ls r

ela

tin

g th

e

ide

as in

th

em

to

th

eir o

wn

kn

ow

led

ge

an

d e

xp

erie

nce

an

d

to ideas in o

ther

mate

rials

that th

ey h

ave r

ead;

� id

en

tify

an

d r

esta

te th

e m

ain

id

ea

and

cite

su

ppo

rtin

g

deta

ils;

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entify

and d

escribe e

lem

ents

of sto

ries;

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tinguis

h b

etw

een fact and fic

tion;

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ake

infe

rences;

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entify

and d

escribe d

iffe

rent fo

rms o

f w

riting;

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nd

ers

tan

d the

vo

ca

bu

lary

an

d la

ng

ua

ge s

tructu

res

ap

pro

pria

te fo

r th

is g

rade

le

ve

l;

� u

se

co

nven

tio

ns o

f w

ritt

en m

ate

ria

ls to

he

lp th

em

u

nd

ers

tan

d a

nd

use

th

e m

ate

ria

ls;

� sta

te o

pin

ions b

y c

onsid

erin

g id

eas fro

m w

ritt

en

ma

teria

l.

R

– R

ea

so

nin

g

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– C

om

mu

nic

atio

n

O –

Org

an

iza

tio

n o

f Id

ea

s

A

– A

pp

lica

tio

n o

f L

an

gu

ag

e C

on

ve

ntio

ns

51

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mm

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lua

tio

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gn

osti

c/F

orm

ati

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As

se

ss

men

ts:

Learn

ing

Exp

ecta

tio

ns

Cate

go

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Assessm

en

t T

oo

ls &

Str

ate

gie

s

Ru

nn

ing

Rec

ord

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isc

ue

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na

lys

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Ru

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ing

Rec

ord

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isc

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sis

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ide

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xp

erie

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d

to ideas in o

ther

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that th

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ave r

ead;

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en

tify

an

d r

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e m

ain

id

ea

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cite

su

ppo

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deta

ils;

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entify

and d

escribe e

lem

ents

of sto

ries;

� dis

tinguis

h b

etw

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tion;

� m

ake

infe

rences;

� id

entify

and d

escribe d

iffe

rent fo

rms o

f w

riting;

� u

nd

ers

tan

d the

vo

ca

bu

lary

an

d la

ng

ua

ge s

tructu

res

ap

pro

pria

te fo

r th

is g

rade

le

ve

l;

� u

se

co

nven

tio

ns o

f w

ritt

en m

ate

ria

ls to

he

lp th

em

u

nd

ers

tan

d a

nd

use

th

e m

ate

ria

ls;

� sta

te o

pin

ions b

y c

onsid

erin

g id

eas fro

m w

ritt

en

ma

teria

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R

C

O

A

Pa

pe

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ance

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ask

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Org

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iza

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A

– A

pp

lica

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n o

f L

an

gu

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e C

on

ve

ntio

ns

52

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Dia

gn

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c/F

orm

ati

ve A

ssessm

en

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Na

me

& D

esc

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tio

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Le

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Exp

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Ca

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A

sse

ss

men

t T

oo

ls &

Str

ate

gie

s

Read

ing

Co

mp

reh

en

sio

n T

ests

F

ocus o

n a

lim

ite

d n

um

be

r o

f expecta

tions a

nd u

se a

variety

of

texts

. (A

ssessm

en

t fo

cuses o

n

sp

ecific

expecta

tio

ns, in

str

uctio

n

and type o

f w

riting g

enre

.)

Read

ing

Co

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ests

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d

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rials

that th

ey h

ave r

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en

tify

an

d r

esta

te th

e m

ain

id

ea

and

cite

su

ppo

rtin

g

deta

ils;

� id

entify

and d

escribe e

lem

ents

of sto

ries;

� dis

tinguis

h b

etw

een fact and fic

tion;

� m

ake

infe

rences;

� id

entify

and d

escribe d

iffe

rent fo

rms o

f w

riting;

� u

nd

ers

tan

d the

vo

ca

bu

lary

an

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ng

ua

ge s

tructu

res

ap

pro

pria

te fo

r th

is g

rade

le

ve

l;

� u

se

co

nven

tio

ns o

f w

ritt

en m

ate

ria

ls to

he

lp th

em

u

nd

ers

tan

d a

nd

use

th

e m

ate

ria

ls;

� sta

te o

pin

ions b

y c

onsid

erin

g id

eas fro

m w

ritt

en

ma

teria

l.

R

C

O

A

Pa

pe

r-a

nd

- p

encil

Ora

l C

om

mu

nic

atio

nP

erf

orm

ance

T

ask

Re

ad

ing

Resp

on

se

Jo

urn

al

Wri

tin

g

Stu

dents

read a

part

icula

r te

xt and

cre

ate

a r

espo

nse

th

at re

tells

, re

late

s a

nd

refle

cts

on

th

e te

xt.

Read

ing

Resp

on

se J

ou

rnal W

riti

ng

� e

xp

ress c

lear

respo

nses to

writt

en

ma

teria

ls, re

lating

th

e

ide

as in

th

em

to

th

eir o

wn

kn

ow

led

ge

an

d e

xp

erie

nce

an

d

to ideas a

nd o

ther

mate

rials

that th

ey h

ave r

ead;

� re

ad

ind

epe

nd

en

tly u

sin

g a

va

rie

ty o

f re

ad

ing

str

ate

gie

s.

Re

so

urc

es

an

d M

ate

ria

ls

Re

ad

ing

ma

teria

ls, le

ve

lled

by g

rad

e, in

a v

ari

ety

of g

en

res (

inclu

din

g fic

tio

n a

nd n

on

-fic

tion

).

R

– R

ea

so

nin

g

C

– C

om

mu

nic

atio

n

O –

Org

an

iza

tio

n o

f Id

ea

s

A

– A

pp

lica

tio

n o

f L

an

gu

ag

e C

on

ve

ntio

ns

Documents

Standards-Based Assessment: A Modelsheridanpark.dsbn.org/documents/assessment.pdf · Mathematics assessment plans are based upon summative assessment plans from Hastings and Prince