Here are the different levels of achievement included on report cards:
Level*
Scale
Percentage
Levels of Achievement
Level
4
4+
4
4-
95 –100%
87– 94%
80 – 86%
Level 4 identifies achievement that surpasses the provincial standard. The
student demonstrates the specified knowledge and skills with a high degree
of effectiveness. However, achievement at level 4 does not mean that the
student has achieved expectations beyond those specified for the
grade/course.
Level
3
3+
3
3-
77 – 79%
74 – 76%
70 – 73%
Level 3 represents the provincial standard for achievement. The student
demonstrates the specified knowledge and skills with considerable
effectiveness. Students achieving at level 3 can be confident of being
prepared for work in subsequent grades/courses.
Level
2
2+
2
2-
67 – 69%
64 – 66%
60 – 63%
Level 2 represents achievement that approaches the provincial standard.
The student demonstrates the specified knowledge and skills with some
effectiveness. Students performing at this level need to work on identified
learning gaps to ensure future success.
Level
1
1+
1
1-
57 – 59%
54 – 56%
50 – 53%
Level 1 represents achievement that falls much below the provincial
standard. The student demonstrates the specified knowledge and skills
with limited effectiveness. Students must work at significantly improving
learning in specific areas, as necessary, if they are to be successful in the
next grade/course.
Final 30% Evaluation
In Grades 9-12, failure to complete a 30% Final Evaluation does not
automatically result in the loss of a credit. Final decisions around granting a
credit are made by the principal/vice-principal in consultation with the
subject teacher.
I
In Grades 9-10, the code "I" may be used to indicate that insufficient
evidence is available to determine a letter grade or a percentage mark. The
report card comment indicates the reason for assigning an "I".
W
In Grades 9-12, the code "W" indicates that the student has withdrawn
from the course.
*Schools can establish and use mid-points for marks to promote equity and fairness in grading
practices.
