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CIS CRITERIA - ALL SUBJECTS - Grades 6 - 10
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In Grades 6 to 10 all summative tasks will be assessed with the CIS Criteria. Each summative task will be assessed against some or all criteria, depending on the focus of the task. However, over a marking period, usually defined as a quarter, each criteria will be used at least twice in order to show evidence of student progress. It should be noted that it will depend on the nature of the subject how often each criteria will be used. There will be differences, some subjects are content rich which is likely to provide more opportunities to use Criterion A, and other subjects are more skills based and therefore, will provide more opportunities to use Criterion B. Criteria C, D, E, and F are all significant as they promote learning from a holistic point of view.
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This CIS Criteria document is divided into two sections: |
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1 |
A general clarification of the criteria |
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2 |
The criteria written with an introduction and descriptors for each level of achievement |
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IMPORTANT INFORMATION
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The criteria descriptors serve three purposes: |
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• the information for assessment so that work may be assessed objectively |
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• a guide the student to know what to aim for. When a summative task is introduced to the students it is expected that the students are informed that it is summative and which of the CIS Criteria will be used for assessment. It is both the teacher's and student's responsibility to ensure the student understands the descriptors and how they relate to the given task. |
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• a base for feedback by the teacher to the student |
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NOTE |
In addition to the CIS Criteria, tasks assigned may well be supported by an additional set of rubrics which will lay out further details and clarifications for success. These rubrics will lead into the CIS Criteria. |
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Criterion A |
Criterion B |
Criterion C |
Criterion D |
Criterion E |
Criterion F |
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Knowledge and Understanding |
Skills |
Communication |
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Subject specific Skills |
Application and transfer |
Personal Learning |
Organization for presentation |
Message |
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Relates to knowledge, understanding and application of the subject's concepts and content. |
Relates to specific skills developed within the subject. |
Relates to skills used to transfer and develop knowledge, ideas, and opinions across the different subjects. |
Relates to a variety of skills which encourage the development of self motivation & perseverance, collaboration, and self-reflection. |
Relates to how a student structures knowledge, ideas and/or opinions for sharing. |
Relates to how knowledge, ideas and/or opinions are expressed and shared with a target audience. |
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Criterion A: Knowledge and Understanding |
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Knowledge and understanding is a collection of concepts, ideas and content. Students are able to demonstrate their understanding by applying their knowledge to construct explanations, solve problems and develop supported arguments. |
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Levels of achievement |
Descriptors |
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0 |
Does not meet any of the descriptors below. |
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1-2 |
The student attempts to describes ideas, concepts and content to construct explanations. |
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The student attempts to apply understanding to solve problems in familiar situations, with support. |
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The student demonstrates their knowledge and understanding by making superficial judgments. |
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3-4 |
The student describes ideas, concepts and a range of content correctly to construct explanations mostly using appropriate terminology. |
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The student applies understanding to solve complex problems in familiar situations. |
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The student demonstrates the depth of their knowledge and understanding when making judgments. |
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5-6 |
The student usually describes ideas, concepts and a range of content correctly to construct explanations using appropriate terminology. |
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The student applies understanding to solve complex problems in familiar and unfamiliar situations most of the time. |
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The student demonstrates the depth of their knowledge and understanding when making analytical and critical judgments. |
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7 |
The student consistently uses ideas, concepts and a wide range of content correctly to construct detailed explanations using appropriate terminology. |
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The student consistently applies understanding to solve complex problems including those in unfamiliar situations. |
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The student consistently demonstrates the depth of their knowledge and understanding when making analytical and critical judgments.
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Criterion B: SKILLS - Subject Specific Skills |
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Each subject has a set of skills that provide a framework for using knowledge. The students are required to acquire a range of skills to draw upon. With practice the students will develop their expertise in using the skills, and will learn to make appropriate choices. |
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Levels of achievement |
Descriptors |
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0 |
Does not meet any of the descriptors below. |
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1 - 2 |
The student demonstrates the use of appropriate skills, with support, for a given purpose. |
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3 - 4 |
The student demonstrates the use of appropriate skills for a given purpose. |
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5 - 6 |
The student usually selects and demonstrates the use of appropriate skills for a given purpose. |
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The student applies these skills to enhance the product. |
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7 |
The student consistently selects and demonstrates the use of appropriate skills for a given purpose. |
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The student applies these skills with a high degree of sophistication to enhance the product.
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Criterion C: SKILLS - Application and Transfer |
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Students need to be given opportunities to expand the use of subject learning. Transdisciplinary skills such as: research, information literacy, media, and critical thinking provide a base for student to build connections and formulate sophisticated and original ideas. With practice the students will develop their expertise in using these skills, and will learn to make appropriate choices. |
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Levels of achievement |
Descriptors |
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0 |
Does not meet any of the descriptors below. |
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1 - 2 |
The student shows little understanding of the need to develop transdisciplinary skills in order to create quality products. |
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The student attempts to use skills for a given task with guidance. |
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3 - 4 |
The student understands the potential of developing transdisciplinary skills in order to create quality products. |
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The student utilises appropriate skills for a given task with guidance. |
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The student uses the skill(s) to support the product. |
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5 - 6 |
The student demonstrates understanding of the potential of developing transdisciplinary skills in order to create quality products. |
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The student chooses and utilises a range of appropriate skills for a given task. |
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The student uses the skill(s) competently, in a way that enhances the product. |
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7 |
The student demonstrates understanding of the potential and power of developing transdisciplinary skills in order to create quality products. |
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The student independently chooses and utilises a wide range of appropriate skills for a given task. |
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The student uses the skill(s) competently to its full scope, in a way that enhances the product.
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Criterion D: SKILLS - Personal Learning |
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The skills assessed here provide a foundation for life-long learning. It is expected that students demonstrate development and responsibility for their: |
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-self-motivation |
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-perseverance |
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-self-reflection |
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Students are expected to collaborate with others in ways that enhance their learning and learning environment. This includes showing respect, support, and encouragement, as well as demonstrating positive attitudes and strategies to improve relationships. |
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Levels of achievement |
Descriptors |
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1 - 2 |
The student shows a lack of or little respect, empathy and sensitivity to themselves, others and their learning environment. |
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The student makes little or no attempt to collaborate and communicate in a group situation. |
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The student shows little responsibility for their own learning. |
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The student rarely reflects on their own achievements, and has difficulty setting appropriate goals even with support and encouragement. |
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3 - 4 |
The student shows respect, empathy and sensitivity to themselves, others and their learning environment some of the time. |
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The student collaborates and communicates in a group situation and sometimes integrates the views of others. |
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The student takes responsibility for their own learning some of the time and shows some enthusiasm and commitment. |
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The student reflects on their own achievements, sets appropriate goals but may need encouragement to take action towards achieving them. |
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5 - 6 |
The student consistently shows respect, empathy and sensitivity to themselves, others and their learning environment. |
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The student usually collaborates and communicates in a group situation and integrates the views of others. |
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The student takes responsibility for their own learning and usually shows enthusiasm and commitment. |
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The student reflects critically on their own achievements, sets appropriate goals and takes some action towards achieving them. |
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7 |
The student consistently shows a high degree of respect, empathy and sensitivity to themselves, others and their learning environment. |
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The student consistently collaborates and communicates in a group situation and integrates the views of others. |
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The student takes responsibility for their own learning and consistently shows enthusiasm and commitment. |
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The student reflects critically on their own achievements, sets appropriate goals that enhance learning and takes action towards achieving them.
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Criterion E: COMMUNICATION - Organization for presentation |
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As part of communication, students are required to be able to organize their work (knowledge, ideas, and/or opinions) and then present it to a target audience. The student is required to consider the type of message and how it will affect the organization of the material. This organizational skill links strongly to Criterion C, however, the focus is on organising the material logically for presentation. |
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Levels of achievement |
Descriptors |
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0 |
Does not meet any of the descriptors below. |
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1 - 2 |
The student has difficulty organizing their knowledge, ideas, and/or opinions in a sequence that is appropriate for the intended message even with guidance. |
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The structure of the presentation is confusing. |
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There is little attempt to use transitions within the presentation. |
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3 - 4 |
The student has organized their knowledge, ideas, and/or opinions in a sequence that is appropriate for the intended message with guidance. |
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The structure of the presentation is mostly logical. |
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There is an attempt to make transitions flow smoothly within the presentation. |
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5 - 6 |
The student has mostly organized their knowledge, ideas, and/or opinions in a sequence that is appropriate for the intended message. |
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The structure of the presentation is logical and transitions flow smoothly from start to finish. |
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7 |
The student has independently organized their knowledge, ideas, and/or opinions in a sequence that is appropriate for the intended message. |
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The structure of the presentation is logical and transitions flow smoothly from start to finish.
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Criterion F: COMMUNICATION - Message |
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People have developed a wide range of 'languages' in order to communicate messages. For example: the written and spoken languages in the mother tongue, the language of instruction, foreign languages. Communication is also delivered through the creative languages (visual and performing arts). There are many factors contributing to successful communication, such as knowing one's audience and cultural awareness. The students are required to develop their ability to communicate in a variety of ways to address different circumstances. Messages can hold many meanings and intentions, such as thought provoking, disturbing, calming, persuasive, informative. |
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Levels of achievement |
Descriptors |
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0 |
Does not meet any of the descriptors below. |
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1 - 2 |
The medium and/or style used is appropriate for the message. |
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The intent of the message is confusing. The presentation fails to engage the audience. |
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3 - 4 |
The medium and/or style used is appropriate for the message and the target audience. |
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The intent of the message is not always clear. |
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The presentation engages the audience most of the time. |
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5 - 6 |
The medium and/or style used is appropriate for the message and the target audience. |
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The intent of the message is clear. |
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The presentation engages and excites the audience. |
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7 |
The medium and/or style used is appropriate for the message and the target audience. |
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The intent of the message is clear. |
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The presentation engages, excites and stimulates the audience.
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