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First Nations, Métis, and Inuit Studies (2019)

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This curriculum policy replaces The Ontario Curriculum, Grades 9 and 10: Native Studies, 1999 and The Ontario Curriculum, Grades 11 and 12: Native Studies, 2000. All courses in First Nations, Métis, and Inuit studies (formerly named “Native studies”) are now 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 First Nations, Métis, and Inuit studies – the achievement chart – is provided below.

THE ACHIEVEMENT CHART FOR FIRST NATIONS,  MÉTIS, AND INUIT  STUDIES

The achievement chart identifies four categories of knowledge and skills and four levels of achievement in First Nations, Métis, and Inuit studies. ( For important background, see "Content Standards and Performance Standards" in the main Assessment and Evaluation section)

Knowledge and Understanding – Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding)
Categories* 50 – 59%
(Level 1) 
60 – 69%
(Level 2)
70 –79%
(Level 3)
80 – 100%
(Level 4)
  The student:
Knowledge of content (e.g., facts, terms,
definitions, techniques, forms, conventions,
principles, technologies)
demonstrates limited knowledge of content demonstrates some knowledge of content demonstrates considerable knowledge of content demonstrates thorough knowledge of content
Understanding of content (e.g., concepts,
ideas, theories, interrelationships, procedures, processes, methodologies, relationship between theory and action)
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., identifying problems; formulating questions; generating ideas; gathering and organizing data, evidence, and information; setting goals; focusing research; selecting strategies; using graphic organizers) 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., interpreting
and analysing data, evidence, and information; synthesizing and evaluating data, evidence, and information; analysing maps; revising and refining; detecting point of view and bias; formulating conclusions)
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., applying concepts of disciplinary thinking; research and inquiry, problem-solving, and decision-making processes; applying the design process; critiquing and reviewing) 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 oral, visual, and written forms and/or in art forms expresses and
organizes ideas and information
with limited effectiveness
expresses and
organizes ideas
and information
with some effectiveness
expresses and
organizes ideas and information
with considerable
effectiveness
expresses and organizes ideas and information
with a high degree of effectiveness
Communication for different audiences (e.g., peers, adults) and purposes (e.g., to
inform, to persuade, to evoke an emotional
or aesthetic response) in oral, visual, and
written forms and/or art 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., mapping and graphing conventions, communication conventions, literary conventions, research conventions, documentation conventions, narrative conventions, symbolic representation, drama conventions), vocabulary, and terminology of the discipline in oral, visual, and written forms and/or art forms uses conventions,
vocabulary, and
terminology with
limited effectiveness
uses conventions,
vocabulary, and
terminology with
some effectiveness
uses conventions,
vocabulary, and
terminology with
considerable
effectiveness
uses conventions,
vocabulary, and
terminology with a high degree of
effectiveness
Application – The use of knowledge and skills to make connections within and between various contexts
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., concepts, procedures, spatial skills, processes, methodologies, techniques, protocols, technologies, performance skills, interviewing skills) 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., experiences, concepts, procedures, methodologies, technologies, theories) to new contexts  transfers knowledge and skills to new contexts with limited effectiveness transfers knowledge and skills to new contexts with
some effectiveness
transfers knowledge and skills to new contexts with considerable
effectiveness
transfers
knowledge and
skills to new contexts with a high degree of
effectiveness
Making connections within and between various contexts (e.g., between topics/issues being studied and everyday life; between disciplines; between past, present, and future contexts; in different spatial, cultural, historical, or environmental contexts; when proposing and/or taking action to understand issues related to Indigenous communities and natural environments) 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

*Different First Nations, Métis, and Inuit studies courses require different types of knowledge and understanding, and not all the examples apply to all courses.

Criteria and Descriptors for First Nations, Métis, and Inuit Studies

To guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.

A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the knowledge and skills that define the category. The criteria identify the aspects of student performance that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the First Nations, Métis, and Inuit studies curriculum, the criteria for each category are as follows:

Knowledge and Understanding

  • knowledge of content
  • understanding of content

Thinking

  • use of planning skills
  • use of processing skills
  • use of critical/creative thinking processes

Communication

  • expression and organization of ideas and information in oral, visual, and/or written forms and/or art forms
  • communication for different audiences and purposes in oral, visual, and/or written forms and/or art forms
  • use of conventions, vocabulary, and terminology of the discipline, subject, or research and inquiry process in oral, visual, and/or written forms and/or art forms

Application

  • application of knowledge and skills in familiar contexts
  • transfer of knowledge and skills to new contexts
  • making connections within and between various contexts

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.