This is the Ontario curriculum policy for American Sign Language as a Second Language in secondary schools. Beginning in September 2021, American Sign Language as a Second Language programs in secondary schools will be based on the expectations outlined in this curriculum policy.
Assessment and Evaluation of Student Achievement
Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010 sets out the Ministry of Education’s assessment, evaluation, and reporting policy. The policy aims to maintain high standards, improve student learning, and benefit students, parents, and teachers in elementary and secondary schools across the province. Successful implementation of this policy depends on the professional judgement of educators at all levels as well as on their ability to work together and to build trust and confidence among parents and students.
Major aspects of assessment, evaluation, and reporting policy are summarized in the main Assessment and Evaluation section. The key tool for assessment and evaluation in ASL as a second language – the achievement chart – is provided below.
The Achievement Chart for ASL as a Second Language
The achievement chart identifies four categories of knowledge and skills and four levels of achievement in ASL as a second language. (For important background, see “Content Standards and Performance Standards” in the main Assessment and Evaluation section.)
| Knowledge and Understanding — Knowledge of subject-specific content of the course, and understanding of its meaning and significance |
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| Categories | 50–59% (Level 1) |
60–69% (Level 2) |
70–79% (Level 3) |
80–100% (Level 4) |
| The student: | ||||
| Knowledge of content (e.g., ASL parameters; ASL vocabulary; classifiers; ASL discourse markers; spatial orientation; non-manual markers; registers; ASL language conventions; ASL culture) | demonstrates limited knowledge of content | demonstrates some knowledge of content | demonstrates considerable knowledge of content | demonstrates thorough knowledge of content |
| Understanding of content (e.g., facts, ideas, and opinions; ASL language structures and strategies; forms and characteristics of ASL literary works and ASL texts; relationships between language and culture) | demonstrates limited understanding of content |
demonstrates some understanding of content | demonstrates considerable understanding of content | demonstrates thorough understanding of content |
| Thinking — The use of critical and creative thinking skills and/or processes | ||||
| Categories | 50–59% (Level 1) |
60–69% (Level 2) |
70–79% (Level 3) |
80–100% (Level 4) |
| The student: | ||||
| Use of planning skills (e.g., using the ASL constructing process; generating, gathering, and organizing ideas and information; formulating questions; contextualizing and elaborating on facts and ideas; selecting and using strategies and resources) | uses planning skills with limited effectiveness |
uses planning skills with some effectiveness | uses planning skills with considerable effectiveness |
uses planning skills with a high degree of effectiveness |
| Use of processing skills (e.g., inferring; deconstructing; predicting; classifying; interpreting; analysing; summarizing; revising; restructuring; constructing; evaluating; synthesizing; reflecting; detecting bias) | uses processing skills with limited effectiveness |
uses processing skills with some effectiveness |
uses processing skills with considerable effectiveness |
uses processing skills with a high degree of effectiveness |
| Use of critical/creative thinking processes (e.g., using critical literacy; using language learning, research and inquiry, problem-solving, and decision-making processes; reasoning, and critiquing; using metacognitive and metalinguistic skills) | uses critical/ creative thinking processes with limited effectiveness |
uses critical/ creative thinking processes with some effectiveness |
uses critical/ creative thinking processes with considerable effectiveness |
uses critical/ creative thinking processes with a high degree of effectiveness |
| Communication — The conveying of meaning through various forms | ||||
| Categories | 50–59% (Level 1) |
60–69% (Level 2) |
70–79% (Level 3) |
80–100% (Level 4) |
| The student: | ||||
| Expression and organization of ideas and information (e.g., clear expression; logical organization) in a variety of discourse forms | expresses and organizes ideas and information with limited effectiveness |
expresses and organizes ideas and information with some effectiveness |
expresses and organizes ideas and information with considerable effectiveness |
expresses and organizes ideas and information with a high degree of effectiveness |
| Communication for different audiences (e.g., convey ideas and information to peers, teachers, ASL community members, non-ASL community members) and purposes (e.g., to interact, collaborate; to inform, instruct; to entertain, perform; to persuade; to discuss feelings and ideas; to solve problems) in a variety of discourse forms | communicates for different audiences and purposes with limited effectiveness | communicates for different audiences and purposes with some effectiveness |
communicates for different audiences and purposes with considerable effectiveness |
communicates for different audiences and purposes with a high degree of effectiveness |
| Use of conventions (e.g., ASL parameters, ASL language structures, non-manual markers, style and usage, registers), vocabulary, terminology and classifiers of the discipline in a variety of discourse forms (e.g., forms appropriate to contextualized situations) | uses conventions, vocabulary, terminology and classifiers of the discipline with limited effectiveness |
uses conventions, vocabulary, terminology and classifiers of the discipline with some effectiveness |
uses conventions, vocabulary, terminology and classifiers of the discipline with considerable effectiveness |
uses conventions, vocabulary, terminology and classifiers of the discipline with a high degree of effectiveness |
| Application — The use of knowledge and skills to make connections within and between various contexts |
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| Categories | 50–59% (Level 1) |
60–69% (Level 2) |
70–79% (Level 3) |
80–100% (Level 4) |
| The student: | ||||
| Application of knowledge and skills (e.g., language learning strategies, translation skills, derivative identification skills, cultural understanding) in familiar contexts | applies knowledge and skills in familiar contexts with limited effectiveness |
applies knowledge and skills in familiar contexts with some effectiveness | applies knowledge and skills in familiar contexts with considerable effectiveness |
applies knowledge and skills in familiar contexts with a high degree of effectiveness |
| Transfer of knowledge and skills (e.g., language learning strategies, cultural understanding) to new contexts (e.g., authentic classroom scenarios; real-life scenarios beyond the classroom) | transfers knowledge and skills to new contexts with limited effectiveness | transfers knowledge and skills to new contexts with some effectiveness | transfers knowledge and skills to new contexts with considerable effectiveness |
transfers knowledge and skills to new contexts with a high degree of effectiveness |
| Making connections within and between various contexts (e.g., between personal, social, cultural, historical, global, and/or environmental contexts; between ASL and other languages; between languages and other subjects) | makes connections within and between various contexts with limited effectiveness |
makes connections within and between various contexts with some effectiveness |
makes connections within and between various contexts with considerable effectiveness | makes connections within and between various contexts with a high degree of effectiveness |
