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iRubric: Achievement Chart – Mathematics, Grades 9–12 Curriculum rubric

iRubric: Achievement Chart – Mathematics, Grades 9–12 Curriculum rubric

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Achievement Chart – Mathematics, Grades 9–12 Curriculum 
This is a copy of the Ontario Curriculum Mathematics Achievement Chart, grades 9-12. http://www.edu.gov.on.ca/eng/document/policy/achievement/charts1to12.pdf
Rubric Code: A9XX4C
By ontario_ca
Ready to use
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: 9-12

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  Level 1

50-59%

1 pts

Level 2

60-69%

2 pts

Level 3

70-79%

3 pts

Level 4

80-100%

4 pts

Knowledge and Understanding
Subject-specific content acquired in each grade (knowledge), and the comprehension of its meaning and significance (understanding).

The Student:
Knowledge of content

(e.g., facts, terms, procedural skills, use of tools)
Level 1

demonstrates limited
knowledge of content
Level 2

demonstrates some
knowledge of content
Level 3

demonstrates
considerable knowledge of content
Level 4

demonstrates
thorough knowledge
of content
Thinking

The use of critical and creative thinking skills and/or processes
Level 1

demonstrates limited
understanding of
concepts
Level 2

demonstrates some
understanding of
concepts
Level 3

demonstrates
considerable understanding of concepts
Level 4

demonstrates
thorough understanding of concepts
Thinking
The use of critical and creative thinking skills and/or processes.

The Student:
Use of planning skills

– understanding the
problem (e.g., formulating and interpreting
the problem, making
conjectures)
– making a plan for
solving the problem
Level 1

uses planning
skills with limited
effectiveness
Level 2

uses planning
skills with some
effectiveness
Level 3

uses planning skills
with considerable
effectiveness
Level 4

uses planning skills
with a high degree
of effectiveness
Use of processing skills

– carrying out a plan
(e.g., collecting data,
questioning, testing,
revising, modelling,
solving, inferring,
forming conclusions)
– looking back at the
solution (e.g., evaluating reasonableness,
making convincing
arguments, reasoning,
justifying, proving,
reflecting)
Level 1

uses processing
skills with limited
effectiveness
Level 2

uses processing
skills with some
effectiveness
Level 3

uses processing skills
with considerable
effectiveness
Level 4

uses processing skills
with a high degree
of effectiveness
Use of critical/creative thinking

processes (e.g.,
problem solving, inquiry)
Level 1

uses critical/creative
thinking processes
with limited
effectiveness
Level 2

uses critical/
creative thinking
processes with
some effectiveness
Level 3

uses critical/creative
thinking processes
with considerable
effectiveness
Level 4

uses critical/creative
thinking processes
with a high degree
of effectiveness
Communication
The conveying of meaning through various forms.

The Student:
Expression and organization of

mathematical
thinking (e.g., clarity of
expression, logical
organization), using oral,
visual, and written forms
(e.g., pictorial, graphic,
dynamic, numeric, algebraic forms; concrete
materials)
Level 1

expresses and
organizes mathematical thinking with
limited effectiveness
Level 2

expresses and
organizes mathematical thinking with some
effectiveness
Level 3

expresses and
organizes mathematical thinking with
considerable
effectiveness
Level 4

expresses and
organizes mathematical thinking with a
high degree of
effectiveness
Communication for different

audiences
(e.g., peers, teachers)
and purposes (e.g., to
present data, justify
a solution, express a
mathematical argument)
in oral, visual, and
written forms
Level 1

communicates for
different audiences
and purposes with limited effectiveness
Level 2

communicates for
different audiences
and purposes with
some effectiveness
Level 3

communicates for
different audiences
and purposes
with considerable
effectiveness
Level 4

communicates for
different audiences
and purposes
with a high degree
of effectiveness
Use of conventions, vocabulary,

and terminology of the discipline
(e.g., terms, symbols) in
oral, visual, and written
forms
Level 1

uses conventions,
vocabulary, and
terminology of the
discipline with limited
effectiveness
Level 2

uses conventions,
vocabulary, and
terminology of the
discipline with some
effectiveness
Level 3

uses conventions,
vocabulary, and
terminology of the
discipline with considerable effectiveness
Level 4

uses conventions,
vocabulary, and
terminology of the
discipline with a high
degree of effectiveness
Application
The use of knowledge and skills to make connections within and between various contexts.

The Student:
Application of knowledge and skills

in familiar
contexts
Level 1

applies knowledge
and skills in familiar
contexts with limited
effectiveness
Level 2

applies knowledge
and skills in familiar
contexts with some
effectiveness
Level 3

applies knowledge
and skills in familiar
contexts with considerable effectiveness
Level 4

applies knowledge
and skills in familiar
contexts with a high
degree of effectiveness
Transfer of knowledge and skills

to new
contexts
Level 1

transfers knowledge
and skills to new
contexts with limited
effectiveness
Level 2

transfers knowledge
and skills to new
contexts with some
effectiveness
Level 3

transfers knowledge
and skills to new
contexts with considerable effectiveness
Level 4

transfers knowledge
and skills to new
contexts with a high
degree of effectiveness
Making connections within and

between
various contexts (e.g.,
connections between
concepts, representations, and forms within
mathematics; connections involving use of
prior knowledge and
experience; connections
between mathematics,
other disciplines, and the real world)
Level 1

makes connections
within and between
various contexts with
limited effectiveness
Level 2

makes connections
within and between
various contexts with
some effectiveness
Level 3

makes connections
within and between
various contexts
with considerable
effectiveness
Level 4

makes connections
within and between
various contexts
with a high degree
of effectiveness



Keywords:
  • Ontario, Mathmatics, achievement chart, curriculum

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