The six Ontario learning skills and work habits
Ontario provincial report cards rate six learning skills and work habits, Grades 1 to 12, on a four-point scale. The ministry wording for each skill is below, together with the classroom observation areas that produce evidence for it.
Open the app API, llms.txt and MCP for agents
The skills
- Responsibility
- Fulfils responsibilities and commitments; completes and submits work on time; takes responsibility for and manages own behaviour. Observed through: Task Engagement & Focus; Collaboration & Peer Work; Self-Regulation & Organization.
- Organization
- Devises and follows a plan to complete work and tasks; establishes priorities and manages time; identifies, gathers, evaluates and uses information, technology and resources. Observed through: Self-Regulation & Organization.
- Independent Work
- Independently monitors, assesses and revises plans to complete tasks; uses class time appropriately; follows instructions with minimal supervision. Observed through: Task Engagement & Focus.
- Collaboration
- Accepts various roles and an equitable share of work in a group; responds positively to the ideas and values of others; builds healthy peer relationships; shares information and expertise. Observed through: Inquiry & Active Listening; Collaboration & Peer Work.
- Initiative
- Looks for and acts on new ideas and opportunities for learning; demonstrates curiosity and interest in learning; approaches new tasks with a positive attitude; recognizes and advocates for the rights of self and others. Observed through: Inquiry & Active Listening; Perseverance & Resilience.
- Self-Regulation
- Sets own goals and monitors progress towards them; seeks clarification or assistance when needed; assesses and reflects critically on own strengths, needs and interests; perseveres and makes an effort when responding to challenges. Observed through: Task Engagement & Focus; Perseverance & Resilience; Self-Regulation & Organization.
The scale
- E — Excellent
- The skill is demonstrated consistently and independently.
- G — Good
- The skill is demonstrated most of the time, with occasional prompting.
- S — Satisfactory
- The skill is demonstrated some of the time, with regular support.
- N — Needs improvement
- The skill is not yet demonstrated consistently and is a focus for next steps.
Where a rating comes from
A rating is a professional judgement, not an average. What evidence can do is make the judgement checkable: if a term holds twelve strength observations for self-regulation and two growth ones, a G is easy to explain, and an N is not.
ObserveNote weights each observation area onto the skills it speaks to, counts strength against growth for the reporting period, and suggests a rating that a teacher confirms, changes or ignores.
Source: Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010