The document discusses standards-based assessment and answers common questions about the transition from traditional grading to standards-based assessment. Some key points include:
- Standards-based assessment focuses on demonstrating evidence of learning standards rather than accumulating points, and compares student learning to proficiency levels rather than other students.
- The reasons for changing include making assessment more accurate, fair, and relevant to learning, and shifting student focus from grades to learning.
- Assessment should evaluate specific delineated learning standards rather than broad topics. Descriptors define each level of the proficiency scale from emerging to extending.
- Evidence of learning can come from products, observations, and conversations, rather than single events like tests. Tracking data over
This is an interactive teacher's resource for IB Biology. It illustrates the concepts of hydrolysis and condensation reactions using jmol images of molecules?
This is an interactive teacher's resource for IB Biology. It illustrates the concepts of hydrolysis and condensation reactions using jmol images of molecules?
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
Empowering Pre-Service & New Math Teachers to Use the Common Core Practice St...DreamBox Learning
How prepared are the K-12 teachers of tomorrow to inspire the next generation of young mathematicians? In this webinar for the edWeb.net Adaptive Math Learning community, attendees learned how essential it is for pre-service teachers to learn, develop, and model the Standards for Mathematical Practice to improve learning for their future students. Ben Braun, Associate Professor of Mathematics at the University of Kentucky, and Tim Hudson, Senior Director of Curriculum Design at DreamBox Learning, discussed ways to ensure that pre-service teachers start their careers understanding how mathematical proficiency requires more than simply content knowledge. Tim and Ben shared ideas for K-12 school leaders and mentor teachers who are responsible for new teacher induction, as well as, implications for college and university faculty teaching both math methods and content courses. They also discussed potential disconnects between pre-service content and methods courses and also eventual in-service expectations, while providing examples of math problems to engage pre-service and new teachers. View the webinar to better understand how to use the Standards for Mathematical Practice.
Your Math Students: Engaging and Understanding Every DayDreamBox Learning
The most important and challenging aspect of daily planning is to regularly—and yes, that means every day—create, adapt, locate, and consider mathematical tasks that are appropriate to the developmental learning needs of each student. A concern Francis (Skip) Fennell often shares with teachers is that many of us can find or create a lot of “fun” tasks that are, for the most part, worthless in regards to learning mathematics. Mathematical
tasks should provide a level of demand on the part of the student that ensures a focus on understanding and involves them in actually doing mathematics.
Preparing K-5 Students for the Focus, Coherence and Rigor of the Common Core ...npsmath
This is the powerpoint presentation presented by Shelbi Cole, Director of Mathematics at Smarter Balanced. Please contact Jill Bessette, April Schultz or Jackie Walsh if you would like to meet for an overview or a PLC session on the contents.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
Math Resources! Problems, tasks, strategies, and pedagogy. An hour of my 90-min session on math task design at Cal Poly Pomona for a group of teachers (mainly elementary school).
Making and Justifying Mathematical Decisions.pdfChris Hunter
In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning.
The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking.
The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate.
In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.
Multiplication -- More Than Repeated Addition and Times Tables.pdfChris Hunter
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
1. “Yeah, But How Do I Translate That to a Percentage?”
& Other Standards-Based Assessment FAQs
STA Convention ● May 6, 2022
Aaron Blake Denise
LO Em D P Ex LO Em D P Ex LO Em D P Ex
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
10 10 10
4. Traditional
Students accumulate points
tied to events
e.g., “Quiz 2.3”
Compares students to each
other
Standards-Based
Students demonstrate
evidence in relation to
learning standards
e.g., “use ratios and rates to make
comparisons between quantities”
Compares student learning
against pro
fi
ciency levels
5. What letter grade or
percentage would you assign to
Aaron, Blake, and Denise?
6. FAQs
• Why change?
• Why reinvent the wheel?
• Assess what?
• How many learning standards?
• What do Emerging and Extending
mean?
• What does each pro
fi
ciency
level look like?
• How do I elicit evidence of
learning?
• How do I keep track of data?
• Yeah, but how do I translate
that to a percentage?
7. Menu Math
A. Two negative x-intercepts B. Vertex in quadrant II
C. Never enters quadrant III D. Vertex on the y-axis
E. Positive y-intercept F. No x-intercepts
G. Never enters quadrant I H. Has a minimum value
I. Horizontally stretched J.
Line of symmetry enters
quadrant IV
• Think about the following “design
speci
fi
cations” of quadratic functions
• You could build ten di
ff
erent quadratic
functions to satisfy these ten di
ff
erent
constraints
• Instead, build a set of as few quadratic
functions as possible to satisfy each
constraint at least once
• Write your functions in the form
y = a(x − p)2 + q
• Describe how and why you built each
function
• Be sure to identify which functions satisfy
which constraints
−Nat Banting
Which constraints
pair nicely?
Which constraints
cannot be paired?
8. Menu Math
A. Two negative x-intercepts B. Vertex in quadrant II
C. Never enters quadrant III D. Vertex on the y-axis
E. Positive y-intercept F. No x-intercepts
G. Never enters quadrant I H. Has a minimum value
I. Horizontally stretched J.
Line of symmetry enters
quadrant IV
−Nat Banting
11. Tom Schimmer
“In this traditional system, experience has
trained students to play the game of
school. Schools dangle the carrot (the
academic grade) in front of their faces and
encourage students to chase it. With
these practices, schools have created a
culture of compliance.
12. Tom Schimmer
Becoming standards based is about
changing to a culture of learning.
‘Complete this assignment to get these
points’ changes to ‘Complete this
assignment to improve your learning.’ […]
Educators have trained learners to focus
on the academic grade; they can coach
them out of this assumption.”
13.
14. Peter Liljedahl
“If you want to start valuing day-to-day
learning evidence or how students work
in groups, you’ll have to make a
paradigm shift.”
16. Peter Liljedahl
“Students start thinking about their learning
rather than their grades and, as they do so,
grading becomes a byproduct of learning
rather than the objective of learning.”
21. Menu Math
A. Two negative x-intercepts B. Vertex in quadrant II
C. Never enters quadrant III D. Vertex on the y-axis
E. Positive y-intercept F. No x-intercepts
G. Never enters quadrant I H. Has a minimum value
I. Horizontally stretched J.
Line of symmetry enters
quadrant IV
• Think about the following “design
speci
fi
cations” of quadratic functions
• You could build ten di
ff
erent quadratic
functions to satisfy these ten di
ff
erent
constraints
• Instead, build a set of as few quadratic
functions as possible to satisfy each
constraint at least once
• Write your functions in the form
y = a(x − p)2 + q
• Describe how and why you built each
function
• Be sure to identify which functions satisfy
which constraints
−Nat Banting
Which learning standards
did you “bump into” as you
solved the problem?
22. Pre-calculus 11
Learning Standards
Curricular Competencies Content
• analyze and apply mathematical
ideas using reason
• quadratic functions
• explain and justify mathematical
ideas and decisions
25. Operations with Fractions
add and subtract fractions
multiply and divide fractions
evaluate expressions with two
or more operations on fractions
solve contextual problems
involving fractions
26. Foundations of Mathematics and Pre-calculus 10
Learning Standard Delineated Learning Standards
systems of linear equations
Deconstruct this standard
into 2-4 subtopics, or
outcomes.
27. Foundations of Mathematics and Pre-calculus 10
Learning Standard Delineated Learning Standards
systems of linear equations
solve systems of linear equations
graphically
solve systems of linear equations
algebraically
model and solve contextual problems
involving systems of linear equations
30. and social competence).
The Four-Point Provincial Proficiency Scale will be used to communicate student progress in
all areas of learning.
Proficiency
Scale
Emerging Developing Proficient Extending
The student
demonstrates an
initial understanding
of the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a partial
understanding of
the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a complete
understanding of
the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a sophisticated
understanding of
the concepts and
competencies
relevant to the
expected learning.
At Grades 4-9, Boards will provide letter grades to parents upon request. A proficiency scale/letter
grade alignment table will be provided by the ministry.
Descriptive Feedback includes the strength-based written comments and/or documented
Source: BC Ministry of Education (as of the 2018/19 school year)
31. DRAFT K-9 Student Reporting Policy (2019) for Use in 2019/20 Pilot 2
and social competence).
The Four-Point Provincial Proficiency Scale will be used to communicate student progress in
all areas of learning.
Proficiency
Scale
Emerging Developing Proficient Extending
The student
demonstrates an
initial understanding
of the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a partial
understanding of
the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a complete
understanding of
the concepts and
competencies
relevant to the
expected learning.
The student
demonstrates
a sophisticated
understanding of
the concepts and
competencies
relevant to the
expected learning.
At Grades 4-9, Boards will provide letter grades to parents upon request. A proficiency scale/letter
grade alignment table will be provided by the ministry.
Descriptive Feedback includes the strength-based written comments and/or documented
conversations that describe individual student progress and identify specific goals to support
further student growth.
basic some good beyond initial partial complete sophisticated
with support independence depth
teach
What are some
implications?
34. solve
systems of
linear
equations
graphically
Emerging
identify the
solution from a
graph or table
What is the solution
to the system
represented by the
graph?
Developing
determine the
solution given
equations in
slope-intercept
form
Solve graphically:
y = 2x − 5
y = −
1
4
x + 4
Pro
fi
cient
determine the
solution given
equations in
general form
Solve graphically:
determine the
number of
solutions
Analyze the system
to determine
whether it has one
solution, no
fi
2x + 5y + 25 = 0
4x − 2y + 14 = 0
Extending
create a system
given
constraints
Create a system so
that:
• the solution is
(-3, -1)
• one line has a
negative slope
• one line enters
the
fi
rst quadrant
Place the numbers
from 1 to 9 in the
boxes below so
that the system has
in
fi
nitely many
solutions:
35. solve
systems of
linear
equations
graphically
What is the solution
to the system
represented by the
graph?
form
Solve graphically:
y = 2x − 5
y = −
1
4
x + 4
Solve graphically:
determine the
number of
solutions
Analyze the system
to determine
whether it has one
solution, no
solution, or in
fi
nitely
many solutions:
2x + 5y + 25 = 0
4x − 2y + 14 = 0
y =
1
2
x − 4
3x − 6y − 12 = 0
Create a system so
that:
• the solution is
(-3, -1)
• one line has a
negative slope
• one line enters
the
fi
rst quadrant
Place the numbers
from 1 to 9 in the
boxes below so
that the system has
in
fi
nitely many
solutions:
x + y =
x + y =
(Each number can
be used only once.)
36. solve
systems of
linear
equations
algebraically
Emerging
verify the
solution by
substitution
Is (2, 5) a solution
to the system:
?
solve by
elimination
where
multiplication is
not necessary
Solve:
y = 3x − 1
x − 2y = 8
Pro
fi
cient
solve by
substitution
where neither
variable is
isolated in an
equation
Solve:
solve by
elimination
where
multiplication of
both equations
2x + 5y + 7 = 0
3x − y = − 2
Developing
solve by
substitution
where one
variable is
isolated in an
equation
Solve:
solve by
elimination
where
multiplication of
one equation is
x = 6 − 4y
2x − 3y = 1
Extending
select, apply,
and defend an
algebraic
approach
Would you rather
solve the following
system by
elimination or
substitution?
Why?
4x − y − 3 = 0
6x − 2y − 5 = 0
37. solve
systems of
linear
equations
algebraically
Is (2, 5) a solution
to the system:
?
solve by
elimination
where
multiplication is
not necessary
Solve:
y = 3x − 1
x − 2y = 8
3x − 4y = 23
7x + 4y = 27
variable is
isolated in an
equation
Solve:
solve by
elimination
where
multiplication of
one equation is
necessary
Solve:
x = 6 − 4y
2x − 3y = 1
7x + 2y = − 1
3x − 4y = 19
variable is
isolated in an
equation
Solve:
solve by
elimination
where
multiplication of
both equations
is necessary
Solve:
2x + 5y + 7 = 0
3x − y = − 2
5x + 4y = 13
8x + 3y + 3 = 0
approach
Would you rather
solve the following
system by
elimination or
substitution?
Why?
4x − y − 3 = 0
6x − 2y − 5 = 0
38. model and
solve
contextual
problems
involving
systems of
Emerging
interpret the
solution in
context given
a model
The heights of two
candles over time
can be modelled
by:
What is the
meaning, in
context, of the
solution (8, 4)?
h = 20 − 2t
h = 16 − 1.5t
Developing
model and
solve
combination
problems
Two t-shirts and
four hoodies sell for
$254. Four t-shirts
and
fi
ve hoodies
sell for $361. What
is the price of each
item?
Pro
fi
cient
model and
solve parts-
whole and
catch-up
problems
Tickets to a charity
hockey game cost
$12 for adults and
$8 for children. A
total of 150 tickets
were sold for
$1640. How many
of each type of
ticket were sold?
A gas vehicle has
an initial cost of
Extending
model and
solve mixture
problems
A scientist needs to
make 200 ml of a
42% alcohol
solution. They mix
30% alcohol and
50% alcohol
solutions. How
much of each
solution do they
need?
39. solve
contextual
problems
involving
systems of
linear
equations
What is the
meaning, in
context, of the
solution (8, 4)?
h = 20 − 2t
h = 16 − 1.5t
fi
sell for $361. What
is the price of each
item?
$12 for adults and
$8 for children. A
total of 150 tickets
were sold for
$1640. How many
of each type of
ticket were sold?
A gas vehicle has
an initial cost of
$31 000 and an
operating cost of
$1500 per year. An
electric vehicle has
an initial cost of
$43 000 and an
operating cost of
$500 per year. How
many years will it
take for the total
cost of both
vehicles to be
same?
50% alcohol
solutions. How
much of each
solution do they
need?
49. Name
Learning Outcome
1 2 3 4 5 6 7 8 9 10
Aaron Ex P Ex P P P P Ex P P
Blake D Em Ex P P Em D Ex P D
Denise D Em P D P D Em D D Em
…
50. Name
Learning Outcome
1 2 3 4 5 6 7 8 9 10
Aaron Ex P Ex P P P P Ex P P
Blake D Em Ex P P Em D Ex P D
Denise D Em P D P D Em D D Em
…
D P P Ex Ex → Ex
51.
52. Peter Liljedahl
“The fact that she didn’t know how to do
something in the beginning is expected–she
is learning, not learned, and she shouldn’t
be punished for her early-not-knowing.”
58. 9
Letter Grades and Percentages
Letter grades are used in Grades 10-12 to indicate a student’s level of performance in relation
to the Learning Standards. The process for Letter grade symbols and corresponding
percentages and definitions are set out in the Provincial Letter Grades Order.
Letter
Grade
Percentage
Range
Definition
A 86 - 100
The student demonstrates excellent or outstanding performance in relation to the
learning outcomes for the course or subject and grade.
B 73 – 85
The student demonstrates very good performance in relation to the learning outcomes
for the course or subject and grade
C+ 67 – 72
The student demonstrates good performance in relation to the learning outcomes for the
course or subject and grade.
C 60 – 66
The student demonstrates satisfactory performance in relation to the expected learning
outcomes for the course or subject and grade.
C- 50 – 59
The student demonstrates minimally acceptable performance in relation to the learning
outcomes for the course or subject and grade.
At the end of the school year or at the completion of a course, teachers assign a letter grade to
indicate each student’s overall progress in the area of learning or course. Due to the cumulative
nature of learning, the final term work may be more heavily weighted as it indicates more
F 0 – 49
The student has not demonstrated, or is not demonstrating, minimally acceptable
performance in relation to the learning outcomes for the course or subject and grade.
59. Letter
Grade
Percentage
Range
De
fi
nition
Hi-B 82 – 85
The student demonstrates pretty, pretty, pretty,
pretty good performance in relation to the learning
outcomes for the course or subject and grade.
Mid-B 77 – 81
The student demonstrates pretty, pretty, pretty good
performance in relation to the learning outcomes for
the course or subject and grade.
Lo-B 73 – 76
The student demonstrates pretty, pretty good
performance in relation to the learning outcomes for
the course or subject and grade.
