Achievement charts

There are multiple purposes for the Ontario achievement charts. These include:
1. Providing a provincial common framework that encompasses all curriculum expectations for all subjects and grades K - 12.

2. Guiding the development of assessment frameworks such as rubrics. It provides a basis for national curriculum and identified the skills which are expected of students.

3. Helps teachers plan their learning and instruction based on a provincially set framework of curriculum (knowledge) and skills (performance)

4. Provides a basis for consistent feedback to students across the province, regardless of the school and specific teacher.

In my view, it is appropriate to use an achievement chart for long-term planning of assessments e.g. from year 7 to year 9 for example, there should be a long-term trajectory of a students' "path" in terms of the key skills of communication, thinking, application and knowledge and understanding. For example, you could correlate a level 1 understanding as the baseline for a year 7 student and predict a "path" for them to progress up at least one level each academic year, to finally end up performing at a level 3/4 by year 9. Alternatively, those beginning year 7 at a level 2 should be performing at a level 4 by year 9 and by the end of GCSEs they should be achieving an A/A*.

It is appropriate to use the generic skills from the provincial, subject-wide descriptors in applying them specifically to subject expectations. For example in grade 9 and 10 Canadian and World History for the skill of historical significance, here is the expectation:
"identify some major social movements in Canada during this period (e.g., civil rights, women’s, Aboriginal, environmental, peace, sovereignty, labour, or youth movements), and explain their goals and perspectives."
On this basis, you could specify descriptors of understanding of content ("concepts, ideas, procedures, processes, themes, relationships among elements, informed opinions") as the following:
Level 1:Demonstrates limited understanding of 1-2 social movements in Canada during this time period.
Level 2: Demonstrates and is able to describe 3-4 social movements in Canada during this time in detail
Level 3: Is able to explain why major social movements emerged in Canada during this period and their goals.
Level 4: Is able to analyse the significance of these social movements on Canadian society at the time of their emergence and their significance (short-term and long-term impact) on Canadian society.

I would use achievement charts in the classroom initially as a basis to co-create success criteria and expectations. I would engage students in thinking of what successful project/end activity may look like. This would ensure that:
a) they are part of the learning process and there is truly student voice input
b)they can design their own project (student led enquiry and learning) and still meet the criteria, whilst having the freedom to present their work in a way that meets their preferred learning styles. This ensures "student buy-in", enthusiasm for the project and the greatest chance of success because they are playing to their strengths.

Achievement charts tie directly into AFL and assessment as learning because if you start by working backwards e.g. at the beginning of the unit looking at the skills/knowledge they will gain over the unit, they can refer back to them throughout the unit in the form of a checklist. At the end of every lesson, students can tick if they have achieved a success criteria. Further, as the teacher, by seeing how students perceived their progress as well as formative assessment/day to day observation,you can plan and amend lessons and activities to ensure that it is aligned with current student attainment and understanding.

Achievement charts/rubrics with clear success criteria are essential for self and peer assessment. I give these to students at the start of every project and they must refer to them as they work on the project. I get the student to tick which areas they think they achieved and get them to check with a peer on how their work can be even further improved. Please see an example of an assessment achievement chart that we use in year 9.

Descriptors are defined as "the characteristics of the student’s performance, with respect to the particular criteria, on which assessment or evaluation is
focused."

In this context, the descriptors are rather vague, as they carry through from one subject to another. For example, a level 1 thinking (defined as "the use of critical and creative thinking skills and/or processes") skill in English and Canadian and World History is:
"uses planning skills with limited effectiveness" vs. a level 4 descriptor is "uses planning
skills with a high degree of effectiveness"

One of the benefits of generic descriptors for key skills such as thinking, communication, knowledge and understanding, and application is that is provides a common framework of assessment for teachers. However, there is much room for subjectivity and without being subject and task specific, it is extremely difficult for students to grasp what success criteria is for. Thus, the nature of the descriptors is a loose guide for teachers to follow when teaching and assessing students' skills and knowledge.

It is not appropriate to use an achievement chart for assessment student learning if the student is far below the average student in the province due to being a learner with LDs, EAL, or has other specific exceptionalities which make learning more challenging.

Achievement charts are inherently generic and apply to the average student in the province. Obviously, each student is unique and has different talents/abilities and for some, falling far behind the provincial standard is not a failing, it is simply the case that their "success" looks different than a student without LDs for example.

Further, achievement charts cannot measure emotional intelligence or other "life skills" such as time management, attitude to learning or effort. To simply evaluate a student on the basis of communication, thinking, knowledge and understanding and application only assesses a student on a academic basis. A holistic view of the student is necessary, particularly those who may struggle with literacy, numberacy or have communicative disorders e.g. autism.