MARK DISTRIBUTION
Proficiency Scale
The mid point and final mark will be a holistic mark. This means that a student’s progress throughout the semester will be factored into the student’s mark. I will be taking into account a student’s progress and results as the semester progresses and will look at the skills of a student as they develop during the entire semester.
| EXTENSION
A+ (90%) |
PROFICIENT
A- to B (89%-73%) |
DEVELOPING
(72%-60%) |
EMERGING
(59%-49.5%) |
I/INSUFFICIENT EVIDENCE
NO MARK |
| READING | GOALS | |||
| I easily can understand other people’s perspectives consistently.
|
I can explore the text to deepen my understanding of complex ideas.
|
I struggle to explore the text to show my deepened understanding of complex ideas, but I still understand the main message of the text.
|
I struggle to explore the text to show my deepened understanding of complex ideas, and I do not completely get the main message of the text.
|
|
| I can easily explore the text and consistently show my deepen understanding of complex ideas.
|
I can use the text to deepen my understanding of identity, others and the world.
|
I struggle to use the text to show my deepened understanding of identity, others and the world but I get the main message of the text.
|
I struggle to use the text to show my deepened understanding of identity, others and the world and I do not completely get the main message of the text.
|
|
|
I can easily use the text to show my deepened understanding of identity, others and the world.
|
I can understand other people’s perspectives.
|
I struggle to understand people’s perspectives, but I still get the main message of the text. |
I struggle to understand people’s perspectives, and I do not get the main message of the text.
|
There has not been enough information throughout the semester to determine the student’s capabilities with these skills. |
|
|
WRITING | GOALS | ||
| EXTENSION | PROFICIENT | DEVELOPING | EMERGING | I/INSUFFICIENT |
| I can consistently develop and design my writing so that I can come up with a purpose without any prompts or support.
|
I can develop and design my writing, so that I can come up with a purpose.
|
I struggle to develop and design my writing so that I can come up with a purpose. The steps are there for others to understand my main points.
|
I really struggle to develop and design my writing and my purpose is not clear. I am missing steps that could help me make my main points clear to others.
|
|
| I can easily and consistently express my ideas with evidence.
|
I can express my ideas with evidence.
|
I struggle to express my ideas with evidence, but my main message is clear.
|
I really struggle to express my ideas with evidence, and this prevents my main message from being clear.
|
There has not been enough information throughout the semester to determine the student’s capabilities with these skills. |
| I can easily and consistently support my opinions with evidence.
|
I can support my opinions with evidence.
|
I struggle to express my opinions with evidence, but my main message is clear.
|
I really struggle to express my opinions with evidence, and this prevents my main message from being clear.
|
|
| I can easily and consistently use spelling proficiently and appropriately to the context.
|
I can use spelling proficiently and appropriately to the context.
|
I make errors with my spelling, but it does not make my main message unclear.
|
I make a lot of errors with my spelling and my main message is not clear.
|
|
| I can easily and consistently use grammar proficiently and appropriately to the context.
|
I can use grammar proficiently and appropriately to the context.
|
I make errors with my grammar, but it does not make my main message unclear.
|
I make a lot of errors with my grammar and my main message is not clear.
|
There has not been enough information throughout the semester to determine the student’s capabilities with these skills. |
| I can easily and consistently respond to a text in a critical way that should be shared with others.
|
I can respond to a text in a critical way.
|
I struggle to respond to a text in a critical way, but my main points are clear.
|
I really struggle to respond to a text in a critical way and my main message is not clear.
|
|
|
I can easily and consistently respond to a text in a creative way that should be shared with others.
|
I can respond to a text in a creative way.
|
I struggle to respond to a text in a creative way, but my main points are clear.
|
I really struggle to respond to a text in a creative way and my main message is not clear. |
There has not been enough information throughout the semester to determine the student’s capabilities with these skills. |
