BEP20 Launching and Leading a Business, GRADE 10, OPEN

Requirements for Strand A

Learning and assessment related to the expectations in Strand A occur within the context of learning related to the other strands in the course. Student achievement of the expectations in Strand A is to be assessed and evaluated throughout the course and may be included in the comment section of the report card.

Criteria and Descriptors for Business Studies, Grades 9 and 10

To guide teachers in their assessment and evaluation of student learning, the achievement chart provides “criteria” and “descriptors” within each of the four categories of knowledge and skills.

A set of criteria is identified for each category in the achievement chart. The criteria are subsets of the knowledge and skills that define the category. The criteria identify the aspects of student performance that are assessed and/or evaluated, and they serve as a guide to what teachers look for. In the Grade 9 and 10 business studies curriculum, the criteria for each category are as follows:

Knowledge and Understanding

• knowledge of content (e.g., facts, terms, definitions, processes)
• understanding of content (e.g., concepts, principles, theories, processes, and technologies)

Thinking

• use of planning skills (e.g., focusing research, gathering information, generating ideas, selecting strategies, organizing projects, developing plans)
• use of processing skills (e.g., analyzing, interpreting, assessing, reasoning, selecting digital tools and technologies, evaluating, integrating, synthesizing, examining a variety of perspectives, seeking feedback, forming conclusions)
• use of critical/creative thinking processes (e.g., evaluation of business situations and ideas, problem solving, learning from feedback and research, ethical decision making, detecting bias)

Communication

• expression and organization of ideas and information (e.g., clear expression, logical organization, appropriate design) in oral, non-verbal, visual, and/or written forms, including digital and media forms (e.g., presentations, charts, graphs, tables, maps, prototypes, storyboards, web pages, spreadsheets, online networks, financial statements, letters, memos, reports)
• communication for different audiences (e.g., team members; business partners, managers, and leaders; diverse communities) and purposes (e.g., to inform, to persuade, to inspire, to motivate) in oral, non-verbal, visual, and/or written forms, including digital and media forms
• use of conventions, vocabulary, and terminology of the discipline in oral, non-verbal, visual, and/or written forms, including digital and media forms

Application

• application of knowledge and skills (e.g., concepts, processes, ethical standards, use of digital tools and technologies) in familiar contexts
• transfer of knowledge and skills (e.g., selection and use of digital tools and technologies, ethical standards, concepts, processes) to new contexts
• making connections within and between various contexts (e.g., connections between business studies and personal experiences, career opportunities, community and global challenges and perspectives; cross-curricular and multidisciplinary connections)

“Descriptors” indicate the characteristics of the student’s performance, with respect to a particular criterion, on which assessment or evaluation is focused. Effectiveness is the descriptor used for each of the criteria in the Thinking, Communication, and Application categories. What constitutes effectiveness in any given performance task will vary with the particular criterion being considered. Assessment of effectiveness may therefore focus on a quality such as appropriateness, clarity, accuracy, precision, logic, relevance, significance, fluency, flexibility, depth, or breadth, as appropriate for the particular criterion.