With report cards around the corner, let's take a look at the Ontario Ministry of Ontario Guidelines for assessment. No matter how long this form of assessment has been in place, most still do not understand that a student receives a grade based on where he/ she has achieved in relation to the following guidelines developed by the Ontario Ministry of Education.
Level
|
Scale
|
Percentage
|
Levels of Achievement
|
Level 4
|
4+
4
4-
|
95 –100%
87– 94%
80 – 86%
|
Level 4 identifies achievement that surpasses the provincial standard. The student demonstrates the specified knowledge and skills with a high degree of effectiveness. However, achievement at level 4 does not mean that the student has achieved expectations beyond those specified for the grade/course.
|
Level 3
|
3+
3
3-
|
77 – 79%
74 – 76%
70 – 73%
|
Level 3 represents the provincial standard for achievement. The student demonstrates the specified knowledge and skills with considerable effectiveness. Students achieving at level 3 can be confident of being prepared for work in subsequent grades/courses.
|
Level 2
|
2+
2
2-
|
67 – 69%
64 – 66%
60 – 63%
|
Level 2 represents achievement that approaches the provincial standard. The student demonstrates the specified knowledge and skills with some effectiveness. Students performing at this level need to work on identified learning gaps to ensure future success.
|
Level 1
|
1+
1
1-
|
57 – 59%
54 – 56%
50 – 53%
|
Level 1 represents achievement that falls much below the provincial standard. The student demonstrates the specified knowledge and skills with limited effectiveness. Students must work at significantly improving learning in specific areas, as necessary, if they are to be successful in the next grade/course.
|
R
|
In Grades 1-8, the code "R" represents achievement that falls below Level 1 and is used in the evaluation and reporting of student achievement.
| ||
I
|
In Grades 1-8, the code "I" may be used to indicate that insufficient evidence is available to determine a letter grade or a percentage mark.
| ||