Saskatchewan Common Mathematics Assessments (Pre/Post ...



Saskatchewan Common Mathematics AssessmentsPurposeThese assessments have been created by Saskatchewan teachers from a variety of school divisions. They were created with four purposes in mind:Achieve consistency from teacher to teacher in understanding what quality work looks like in relation to the provincial curriculumProvide early identification data for teachers to plan instruction for flexible groupings of students.Foster collaborative decision making at the school or division levels by collecting evidence of student learning using a common assessment toolProvide additional evidence to facilitate outcomes-based grading and reporting and the reporting of student learning growth.In our renewed curriculum, we know that the indicators describe the limits of the outcome. These assessments were created by using those indicators which can be assessed through supply response items. We acknowledge that this doesn’t represent all indicators and therefore may not give a full picture of student achievement. This is only one part of student assessment and additional evidence, including observations of student performance and discussions with students, should be obtained.Administering the AssessmentsThe pre-assessments have been designed to take up to 30 minutes to complete and the post-assessments up to 45 minutes. Time required to complete the assessments may lengthen as grade level increases.Students require a photocopy of the examination booklet and a pencil. Accommodations should be made for students who require alternative supports such as large print, coloured paper, scribing or assistance with reading. Please read the teacher information section of each assessment for guidance on the use of calculators and manipulatives. Generally, calculators will not be used when students are required to demonstrate computational strategies. The professional judgment of the teacher is most important when determining how to assess so that the most reliable evidence is collected.Scoring the AssessmentsEach assessment contains an answer key and rubric. The answer key provides information about the level of each question, the correlation with the Saskatchewan curriculum, a short rubric where applicable, and the correct final answers. There are no “points” associated with each item; items are scored correct or incorrect.The overall level of achievement for the student is determined by the pattern of responses on the levelled items. These are based on the work of R. Marzano (2007).Items have been selected to address each of these levels in both the pre- and post-assessments.up to Level 1up to Level 2up to Level 3up to Level 4Description of Levels: (based on Marzano, 2007)There is a partial understanding of some of the simpler details and processes. Prior knowledge is understood.No major errors or omissions regarding the simpler details or processes, but major errors or omissions regarding the complex processes may be present.No major errors or omissions regarding any of the information and/or processes that were explicitly taught.This is the target level for proficiency.In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly taught.Bloom’s LevelsPrior Knowledge ----Knowing/Understanding-------Applying, Analyzing--- Evaluating, Creating--------The rubric may be used in many ways, for example:Share the rubric with students so that they can understand what they have to learnShare the rubric with parents to assist in reporting student progressUse the rubric levels to determine the learning progression of content/skillsRubric levels assist in planning using an Understanding by Design approachFormative assessments can be based on the learning targets found in the rubric.Authors211455013335Prairie South School Division00Prairie South School Division423862513335Saskatchewan Rivers School Division00Saskatchewan Rivers School Division-95253810Chinook School Division00Chinook School Division21145501652905Prairie Valley School Division00Prairie Valley School Division21145502176780Bonnie BrennanTamara ChernenkoffShirley SeftonLaurel MarzolfLora MazurJacquie MeyerShirley RiddleKristine WoidenCarol Youck-Cousins00Bonnie BrennanTamara ChernenkoffShirley SeftonLaurel MarzolfLora MazurJacquie MeyerShirley RiddleKristine WoidenCarol Youck-Cousins21145504881880Richard Donnelly Wade McLeanCharlene Rudderham00Richard Donnelly Wade McLeanCharlene Rudderham21145504358005Regina Catholic Schools00Regina Catholic Schools21145505796280Regina Public Schools00Regina Public Schools21145506320155Jason HowsePat KindrachukBob PhillipsJennifer Reid-VandevordLori Saigeon Joanne YeoLJ Dowell-Hantelmann00Jason HowsePat KindrachukBob PhillipsJennifer Reid-VandevordLori Saigeon Joanne YeoLJ Dowell-Hantelmann2114550224155Tim Eirich David HallLaurie Hawkins Lorne Polupski Sophie Rosso Ward Strueby 00Tim Eirich David HallLaurie Hawkins Lorne Polupski Sophie Rosso Ward Strueby 4238625224155Sheila Cunningham Jennifer GustafsonDarlana Harding Kami HodginsJacqueline Johnson Angie Lysitza00Sheila Cunningham Jennifer GustafsonDarlana Harding Kami HodginsJacqueline Johnson Angie Lysitza-9525205105Tracey Bell Bev BurgessEd Varjassy00Tracey Bell Bev BurgessEd Varjassy42386253692525Shirley Barclay Amelia DavidsonDanielle Jamieson Shirley JonesShannon Libke Vanessa LewisShari Martin Virginia MireauMaureen Ryan-Dobbin Linda Varty00Shirley Barclay Amelia DavidsonDanielle Jamieson Shirley JonesShannon Libke Vanessa LewisShari Martin Virginia MireauMaureen Ryan-Dobbin Linda Varty42386253168650Sun West School Division00Sun West School Division42386251482725South East Cornerstone School Division00South East Cornerstone School Division42386252006600Tasha Fletcher Jenna MainsKarla Warren Susan Wilson00Tasha Fletcher Jenna MainsKarla Warren Susan Wilson-95254121150Holy Trinity Catholic School Division00Holy Trinity Catholic School Division-95252606675Karen Boire Diane CotéMaria Monteiro Doug SchmitzDiana Sproat Anna Thompson00Karen Boire Diane CotéMaria Monteiro Doug SchmitzDiana Sproat Anna Thompson-95252082800Greater Saskatoon Catholic Schools 00Greater Saskatoon Catholic Schools -95255883275Becky Anderson Karen Hrabinsky Laura Keller Carole Oke00Becky Anderson Karen Hrabinsky Laura Keller Carole Oke-95251358900Michael Laskowski Darcy Todos00Michael Laskowski Darcy Todos-95255359400Light of Christ Catholic School Division00Light of Christ Catholic School Division-9525844550Christ the Teacher Catholic School Division00Christ the Teacher Catholic School Division-25404002405Annette Klevgaard Cathy WallaceDaphne Yates00Annette Klevgaard Cathy WallaceDaphne YatesSaskatchewan Common Mathematics Assessments Pre AssessmentOutcome: N3.1 – I understand whole numbers up to 1000.How many marbles altogether? There are ____ marbles. ( h,q)585279513335Level100Level1(Images from Microsoft Office Clipart)Count the money. (f)5991225304800Level200Level23. Give the value of each underlined digit in the following numbers: (p)a) 777 The underlined 7 means _________________.b) 777 The underlined 7 means ________________.c) 777 The underlined 7 means _________________.4. Fill in the missing numbers. (n)621623624626627629630632633634635637638Order the numbers from least to greatest. (j,m)279, 824, 491, 196._______, _______, _______, _______6.Fill in the missing numbers. (a,b,c)a)32, 37, 42, 47, ____, _____, _____.b)743, 753, 763, _____, ______, ______.c)25, _____, 75, 100, _____.d) 67, 65, 63, _____, ______, ______.600075019050Level300Level37.Show 269 in two or more different ways using pictures, numbers or words to show this number. (h,i,o) 8. Estimate how many objects are in the larger container using the smaller container as a referent. (l) a) There are about ______ groups of ten.b) There are about ______ objects. 6010275387350Level400Level49. List as many different 3-digit numbers as you can using these digits only once in each number 2, 5, 8? (p)0565785Teacher Notes: For Question 7 the teacher should explain to students that they should not write “269” again. For Question 8 the teacher needs to provide concrete materials i.e. a small container with 10 objects to be used as the referent and a larger container with 65 of the same object.00Teacher Notes: For Question 7 the teacher should explain to students that they should not write “269” again. For Question 8 the teacher needs to provide concrete materials i.e. a small container with 10 objects to be used as the referent and a larger container with 65 of the same object.Teacher SectionAnswer Key:QuestionIndicatorLevelAnswer1N3.1 h, q12332N3.1 f180 or 80 cents is acceptable3N3.1 p270 or 7 tens7 or 7 ones700 or 7 hundreds4N3.1 n26216226236246256266276286296306316326336346356366376386396405N3.1 j,m2196, 279, 491, 824 6N3.1 a,b,c,d2a)32, 37, 42, 47, _52__, __57__, __62__.b)743, 753, 763, __773__, __783__, __793__.c)25, __50__, 75, 100, __125__.d) 67, 65, 63, __61__, __59___, __57___.7N3.1 h,I,o3Drawings of 269, 200+60+9, Two hundred sixty nine, two hundreds + six tens + nine ones etc.8N3.1 l35 to 8 groups of 10From 50 to 80 objects9N3.1 p4258, 285, 520, 582, 825, 852Outcome: N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:representing (including place value)describingestimating with referentscomparing two numbersordering three or more numbers.N3.1up to Level 1up to Level 2up to Level 3up to Level 4Description of Levels: (based on Marzano, 2007)There is a partial understanding of some of the simpler details and processes. Prior knowledge is understood.No major errors or omissions regarding the simpler details or processes, but major errors or omissions regarding the complex processes may be present.No major errors or omissions regarding any of the information and/or processes that were explicitly taught.This is the target level for proficiency.In addition to level 3 performance, in-depth inferences and applications go beyond what was explicitly taught.Indicators and Learning Targets for each Level:Represents numbers to 1000.Represent the sequence of numbers for one skip counting pattern.N3.1 a, b, c, j, m, n, pOrder a sequence of numbersRepresent the sequence of numbers for some skip counting patterns.Identifies missing numbers up to 1000.Explain the meaning of each digit in a two digit number.N3.1 a,b,c,e,f,h,I,j,k,l,m,n,oEstimates using referentsRepresent the sequence of numbers for all skip counting patterns up to 1000 forwards and backwards.Analyze and order a sequence of numbers up to 1000.Represent a number up to 1000 in more than one way.Explain the meaning of each digit in a three digit number. N3.1 Demonstrate understanding of whole numbers to 1000Student-friendly descriptions of learning targets.I can read and write 3 digit numbers.I can skip count in any one way.I can order 3 or more numbers up to 1000.I can skip count forwards and backwards.I can locate and place missing numbers.I can show place value for tens and ones.I can skip count forwards and backwards from any spot on the number line.I can make thoughtful estimates.I can compare and order 3 or more numbers up to 1000.I can show a number up to 1000 in different ways.I can show place value in a three digit number. I can show I understand whole numbers to 1000. ................
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