Help
Français

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.

secondary

American Sign Language as a Second Language (2021)

null
null

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
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
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