Points to note:

We are working here to achieve a balance between precision, clarity and length, while avoiding jargon.
The descriptors work best as snapshots of students performing at a particular level.
By design, these descriptors do not offer a ladder of descending characteristics: ie, always-usually-often-seldom-rarely-never or
excellent-good-adequate-basic-fails.
The confusing multipurpose word consistency has been avoided. Instead we have been specific in noting whether students
demonstrate a given level of mastery:
most of the time
in most contexts (orally, during tests, in assignments, etc), or
with a comparable level of quality across contexts.
About key aspects of the learning focus: an A performance may have gaps; but most likely not in the key areas. What is defined
as key is subject to the informed professional judgement of teachers and curriculum working groups.
C performances still demonstrate knowledge in most key areas. C and B performances may be distinguished, among other
attributes, by the depth or breadth of understanding, knowledge and skills students have demonstrated, by their fluency in applying
their knowledge across contexts, and by the quality of the demonstrations. C students may exhibit significant gaps in skills and
understandings, but still possess sufficient mastery to continue learning effectively.

Lincoln School Secondary Grading Scale Descriptors

Achievement
Level

Quality Descriptor

By the end of the assessment period, demonstrates a high level of knowledge and deep understanding of the relevant concepts and
content associated with almost all key aspects of the learning focus. In a variety of contexts, fluently, and with a high level of quality, creates
and communicates effective arguments, solutions to problems, applications and new ideas based on the concepts and content of the
learning focus, and supports these with compelling evidence or explanations. Is prepared to progress with further learning in this area of
study.

By the end of the assessment period, demonstrates comprehensive knowledge and understanding of the concepts and content associated
with most key aspects of the learning focus. In a variety of contexts creates and communicates arguments, solutions to problems,
applications and new ideas of reasonable quality based on the concepts and content of the learning focus, and supports these with

appropriate evidence or explanations. May be highly capable in some contexts and some aspects of the learning focus, and less capable in
others. Is prepared to progress with further learning in this area of study.
C

By the end of the assessment period, demonstrates knowledge and understanding of the concepts and content associated with most key
aspects of the learning focus. May demonstrate specific gaps, misconceptions or limitations in content, knowledge or skills, and may be
more capable in some aspects, or in some contexts, than in others. Is able, sometimes independently and generally with support, to create
and communicate arguments, solutions to problems, applications and new ideas based on the concepts and content of the learning focus.
Sometimes identifies pertinent evidence but may not yet make effective links between evidence and argument. Possesses sufficient
knowledge and skills to progress with further learning in this area of study.

By the end of the assessment period, demonstrates knowledge and understanding of the concepts and content associated with key aspects
of the learning focus. Does not yet demonstrate an ability to create and effectively communicate arguments, solutions to problems,
applications and new ideas relevant to the focus of study without support. Demonstrates significant gaps in content, knowledge or skills
relevant to the learning focus. Work may be incomplete or of poor quality. Will require support and remediation in order to progress with
further learning in this area of study.

By the end of the assessment period, demonstrates knowledge or understanding of the content and concepts associated with key aspects
of the learning focus, in a limited capacity. Does not yet demonstrate sufficient ability to communicate ideas relevant to the focus of study
with clarity and accuracy, or demonstrate skills necessary for minimum level of mastery of the areas under study. Work may be incomplete
or of poor quality. Will be unable to progress with further learning in this area without significant remediation.

INC

Incomplete. Student will be allowed additional time, typically a further two weeks, to submit outstanding work to allow for a more accurate
assessment.