LEVEL 2
COMPLEXITY OF THE DOCUMENT:
- Document is simple. Multiple pieces of
information (e.g., simple tables: small
amount of information, no subparts).
- One document or multiple
documents of the same type.
COMPLEXITY OF FINDING /
ENTERING INFORMATION:
Information Search:
- Locating one or more pieces of
information using one or two search
criteria (e.g., using menu headings to
find vegetarian choices); or
- Consecutive searches with the same
one or two search criteria (e.g., using
a phone list to find phone numbers
for several people).
Information Entry:
- Entering several pieces of information.
Thinking Process:
- A low-level of inference is required.
Information found or entered in
the document(s) is a synonymous
match (i.e. obviously related) to the
information required.
- Information needed is fairly evident.
COMPLEXITY OF INFORMATION USE:
- Limited knowledge of the content (i.e.
substance) of the document may be
required to use the information.
- Limited analysis required.
- Information found in the document(s)
may be rearranged to make simple
comparisons (e.g., preparing a list of
the top ten sales representatives each
month to compare performance).
- Information available may be
rearranged for entry onto
the document (e.g., rearrange
alphabetically listed contacts into a
listing by province).
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BENCHMARKS 5, 6
PERFORMANCE CONDITIONS:
- Types of Text: forms, tables, schedules,
directories, calendars, notices and
announcements.
- Text has clear organizational
structure.
- Instructions are clear and explicit, for
everyday situations, used with some
visual clues, but not always presented
in a step-by-step form.
- Texts are varied and may be of a
specialized or technical nature.
- Messages are 5-6 sentences long or
one paragraph long.
- Where necessary for the task,
learners must include information
presented to them from other
sources (e.g., photographs, drawings,
reference text/ research information,
diagrams).
INFORMATION SEARCH
- Locates 3-5 pieces of specific, detailed
information in charts and schedules
for analysis, comparison and contrast.
- Reads printed or legible handwritten
notes, memos, letters, schedules and
itineraries.
INFORMATION ENTRY
- Effectively conveys information in
familiar standard formats.
- Fills out detailed job application forms
with short comments on previous
experience, abilities and strengths, and
form reports.
- Conveys information from a table,
graph or chart in a coherent
paragraph.
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LEVEL 2
- Completes time sheets on a weekly
basis including job site, amount of
time spent and may include a record
of the tasks completed and the time
spent on each.
- Consults mail rate charts to mail
parcels and book price lists to buy
new books.
- Reads statistical tables showing the
number of transactions performed in
a month.
- Reads lists of two-way radio codes
and their meanings.
- Reads street signs, city street maps,
directories of buildings, building
floor plans and postal code charts to
locate addresses and deliver packages
accordingly.
- Reads a schedule to monitor which
employees are working on various
jobs and to co-ordinate unloading the
trucks.
- Reads mixing charts when using a new
product.
- Fills out insurance forms indicating the
code and price of each procedure.
- Reads about patients’ background
health, behaviour and history of care
on charts and forms.
- Uses maps to direct guests to various
locations.
- Completes forms showing the
opening quantities and closing
quantities of each product.
- Reads work schedules that are often
in a tabular format containing names,
shifts and delays.
- Fills in tables for payroll summary and
inventory sheets; completes holiday
request forms and termination forms.
- Completes invoices, vouchers, credit
card slips, itineraries, passenger lists
and reservation forms.
- Reads inspection forms for equipment
and machinery.
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BENCHMARKS 5, 6
INFORMATION SEARCH:
- Obtains information from authentic
notes, e-mail messages and letters;
identifies correctly specific factual
details and inferred meanings (e.g.,
circle or check items, fill in blanks).
- Explains instructions of use and
warnings printed on the labels of
common commercial / industrial
chemical products (e.g., dishwasher
detergent).
- Explains the details in notices,
announcements and newspaper
coverage of public health issues, such
as disease.
- Scans a page in a continuing education
community courses calendar; locates
2-3 pieces of information that match
the requirements in another text.
- Explains how something works based
on a text; relates the sequence of
steps or stages in a cycle or process
described in the text.
- Uses the information from a timeline/
schedule chart to solve a simple
scheduling problem.
- Accesses, locates and compares/
contrasts 2-3 pieces of information in
a reference source.
INFORMATION ENTRY:
- Writes a short letter of request to
have her/his money returned for a
guaranteed product that did not work
to her/his satisfaction.
- Fills out a short medical history form.
- Fills out a 1-2 page straightforward
job application.
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