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iRubric: Arts Achievement Chart 9-12 Ontario Curriculum rubric

iRubric: Arts Achievement Chart 9-12 Ontario Curriculum rubric

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Arts Achievement Chart 9-12 Ontario Curriculum 
Arts Achievement Chart 9-12 Ontario Curriculum
This is a copy of the Ontario Curriculum Achievement Chart for the arts.
Rubric Code: WXAW293
By townshendd
Ready to use
Public Rubric
Subject: Music  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric Achievement Chart
Enter rubric description
  Level 1

50-59%

(N/A)

Level 2

60-69%

(N/A)

Level 3

70-79%

(N/A)

Level 4

80-100%

(N/A)

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

Understanding of<BR>
content (e.g., concepts,<BR>
(e.g., facts, genres,<BR>
terms, definitions,<BR>
techniques)
Level 1

demonstrates limited<BR>
knowledge of content
Level 2

demonstrates some<BR>
knowledge of content
Level 3

demonstrates<BR>
considerable knowledge<BR>
of content
Level 4

demonstrates<BR>
thorough knowledge<BR>
of content
Understanding of content

(e.g., concepts,<BR>
theories, ideas,<BR>
procedures, processes,<BR>
methodologies)
Level 1

demonstrates limited<BR>
understanding of<BR>
content
Level 2

demonstrates some<BR>
understanding of<BR>
content
Level 3

demonstrates<BR>
considerable understanding<BR>
of content
Level 4

demonstrates<BR>
thorough understanding<BR>
of content
Thinking
The use of critical and creative thinking skills and/or processes
Use of planning skills

(e.g., formulating<BR>
questions, focusing<BR>
research, gathering<BR>
information, organizing<BR>
a project)
Level 1

uses planning<BR>
skills with limited<BR>
effectiveness
Level 2

uses planning<BR>
skills with some<BR>
effectiveness
Level 3

uses planning skills<BR>
with considerable<BR>
effectiveness
Level 4

uses planning skills<BR>
with a high degree<BR>
of effectiveness
Use of processing skills

(e.g., analysing,<BR>
evaluating, inferring,<BR>
interpreting, forming<BR>
conclusions)
Level 1

uses processing<BR>
skills with limited<BR>
effectiveness
Level 2

uses processing<BR>
skills with some<BR>
effectiveness
Level 3

uses processing skills<BR>
with considerable<BR>
effectiveness
Level 4

uses processing skills<BR>
with a high degree<BR>
of effectiveness
Use of critical/creative thinking p

(e.g., creative process,<BR>
design process, problem<BR>
solving, reflection,<BR>
elaboration)
Level 1

uses critical/creative<BR>
thinking processes<BR>
with limited<BR>
effectiveness
Level 2

uses critical/<BR>
creative thinking<BR>
processes with<BR>
some effectiveness
Level 3

uses critical/creative<BR>
thinking processes<BR>
with considerable<BR>
effectiveness
Level 4

uses critical/creative<BR>
thinking processes<BR>
with a high degree<BR>
of effectiveness
Communication
The conveying of meaning through various forms
Expression and organization of idea

Expression and organization<BR>
of ideas and<BR>
information in art forms<BR>
(visual arts, music,<BR>
drama, dance, media<BR>
arts) and in oral and<BR>
written forms
Level 1

expresses and<BR>
organizes ideas and<BR>
information with<BR>
limited effectiveness
Level 2

expresses and<BR>
organizes ideas and<BR>
information with some<BR>
effectiveness
Level 3

expresses and<BR>
organizes ideas<BR>
and information<BR>
with considerable<BR>
effectiveness
Level 4

expresses and<BR>
organizes ideas<BR>
and information<BR>
with a high degree<BR>
of effectiveness
Communication for different audienc

(e.g., expression<BR>
of emotion in art<BR>
forms, expression of<BR>
critical responses in<BR>
oral and written forms)
Level 1

communicates for<BR>
different audiences<BR>
and purposes with<BR>
limited effectiveness
Level 2

communicates for<BR>
different audiences<BR>
and purposes with<BR>
some effectiveness
Level 3

communicates for<BR>
different audiences<BR>
and purposes<BR>
with considerable<BR>
effectiveness
Level 4

communicates for<BR>
different audiences<BR>
and purposes<BR>
with a high degree<BR>
of effectiveness
Use of conventions in art forms

(e.g., symbolic<BR>
representation), and<BR>
vocabulary and terminology<BR>
of the discipline<BR>
in oral and written forms
Level 1

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

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

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

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

(e.g., concepts,<BR>
processes, technologies,<BR>
techniques) in familiar<BR>
contexts (e.g., work<BR>
requiring accurate<BR>
repetition)
Level 1

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

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

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

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

(e.g., concepts,<BR>
processes, techniques)<BR>
to new contexts (e.g.,<BR>
work requiring stylistic<BR>
variation, an original<BR>
composition, an interdisciplinary<BR>
or a multidisciplinary<BR>
project)
Level 1

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

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

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

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

(e.g.,<BR>
connections between the<BR>
arts; between historical,<BR>
global, social, environmental,<BR>
and/or cultural<BR>
contexts; between<BR>
personal experiences<BR>
and the arts)
Level 1

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

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

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

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



Keywords:
  • Ontario, arts, achievement chart


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