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Course Code: CHC2D
This course explores social, economic, and political developments and events and their impact on the lives of different groups in Canada since 1914. Students will examine the role of conflict and cooperation in Canadian society, Canada’s evolving role within the global community, and the impact of various individuals, organizations, and events on Canadian identity, citizenship, and heritage. They will develop their ability to apply the concepts of historical thinking and the historical inquiry process, including the interpretation and analysis of evidence, when investigating key issues and events in Canadian history since 1914. Prerequisite: None OVERVIEW The course has five strands. Instruction and learning related to the expectations in strand A are to be interwoven with instruction and learning related to expectations from the other four strands. Strand A must not be seen as independent of the other strands. Student achievement of the expectations in strand A is to be assessed and evaluated throughout the course.
CHC2D Course Outline
The Ontario Curriculum: History
Assessment & Evaluation Components
The primary purpose of assessment and evaluation is to improve student learning. Assessment is the process of gathering information from a variety of sources (including student/teacher conferences, discussions, assignments, demonstrations, projects, performances and tests) that accurately reflect student learning.
Three types of assessment are used:
Assessment for learning is used by students and teachers to determine what students already know and can do with their knowledge, so teachers can plan instruction and further assessment.
Assessment as learning focuses on fostering students’ abilities to assess their own learning goals, reflect on their learning, and make adjustments in their learning approaches.
Assessment of learning is used to record and report what has been learned in the past.
Evaluation refers to the process of judging the quality of student learning on the basis of established performance standards and assigning a value to represent that quality. Evaluation accurately summarizes and communicates to parents, other teachers, employers, institutions of further education, and students themselves what students know and can do with respect to the overall curriculum expectations. Evaluation is based on assessment of learning that provides evidence of student achievement at strategic times throughout the course.
There are four levels of achievement for students who are passing this course:
Level 1 – (50-52%)
Level 1 (53-56%)
Level 1+ (57-59%)
Level 2 – (60-62%)
Level 2 (63-66%)
Level 2 + (67-69%)
Level 3 – (70-72%)
Level 3 is the provincial standard for student achievement.
Level 3 (73-76%)
Level 3 + (77-79%)
Level 4 – (80-86%)
Level 4 (87-94%)
Level 4 + (95-100%)
A wide range of assessment strategies (tests, portfolios, journals, essays, presentations, observation, conferencing and projects), combined with an array of instrument tools (including detailed marking schemes, checklists, rubrics and exemplars), is used in order to measure student achievement of overall course expectations.