Saskatchewan Common Mathematics Assessments

Purpose

These 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 curriculum

Provide 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 tool

Provide 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 Assessments

The 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 Assessments

Each 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 1 up to Level 2 up to Level 3 up to Level 4

Description 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 Levels Prior 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 learn Share the rubric with parents to assist in reporting student progress Use the rubric levels to determine the learning progression of content/skills Rubric levels assist in planning using an Understanding by Design approach Formative assessments can be based on the learning targets found in the rubric.

Authors

Chinook School Division

Christ the Teacher Catholic School Division

Greater Saskatoon Catholic Schools

Light of Christ Catholic School Division

Holy Trinity Catholic School Division

Prairie South School Division

Prairie Valley School Division

Regina Catholic Schools

Regina Public Schools

Saskatchewan Rivers School Division

South East Cornerstone School Division

Sun West School Division

Tracey Bell Bev BurgessEd Varjassy

Tim Eirich David Hall

Laurie Hawkins Lorne Polupski

Sophie Rosso Ward Strueby

Michael Laskowski Darcy Todos

Karen Boire Diane Coté

Maria Monteiro Doug SchmitzDiana Sproat

Anna Thompson

Annette Klevgaard Cathy WallaceDaphne Yates

Becky Anderson Karen Hrabinsky

Laura Keller Carole Oke

Bonnie BrennanTamara Chernenkoff

Shirley SeftonLaurel Marzolf

Lora MazurJacquie MeyerShirley Riddle

Kristine WoidenCarol Youck-Cousins

Richard Donnelly Wade McLean

Charlene Rudderham

Jason HowsePat Kindrachuk

Bob PhillipsJennifer Reid-Vandevord

Lori Saigeon Joanne Yeo

LJ Dowell-Hantelmann

Sheila Cunningham Jennifer Gustafson

Darlana Harding Kami Hodgins

Jacqueline Johnson Angie Lysitza

Tasha Fletcher Jenna MainsKarla Warren Susan Wilson

Shirley Barclay Amelia DavidsonDanielle Jamieson

Shirley JonesShannon Libke Vanessa LewisShari Martin

Virginia MireauMaureen Ryan-Dobbin

Linda Varty

Level

1

Saskatchewan Common Mathematics Assessments Post Assessment

Outcome: N3.1 – I understand whole numbers up to 1000.

1. How many marbles altogether? There are ____ marbles. ( h,q)

(Images from Microsoft Office Clipart)

2. Tell how much money is shown. (f)

Level

3

3. Give the value of each underlined digit in the following numbers: (p)

a) 888 The underlined 8 means _________________.

b) 888 The underlined 8 means ________________.

c) 888 The underlined 8 means _________________.

4. Fill in the missing numbers. (n)

5. Order the numbers from greatest to least. (j,m)279, 924, 285, 926

______, _______, _______, _______

6. Fill in the missing numbers. (a,b,c)

a) 643, 648, 653, 658, _____, ______, ______.

b) 741, 731, 721, _____, ______, ______.

c) _____, 350, 375, 400, ______.

d) _____, 803, 806, 809, _____, _____.

Level

2

691 692 694 696 697 699702 703 705 707 708

7. Show 312 in 2 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 hundreds.

b) There are about ______ objects.

9 a) List as many different 3-digit numbers as you can using the digits 7, 9 and 2. Use the digits only once in each number. (p)

b) Order the 3 digit numbers from above from least to greatest.

10. Awansi was beading moccasins. He has 263 beads and his Kookum has 600. How many beads do they have in all? (q)

Level

4

Teacher Notes: For Question 7 the teacher should explain to students that they should not write “312” again.For Question 8 the teacher needs to provide concrete materials i.e. a small container with 100 objects to be used as the referent and a larger container with about 473 of the same object.For Question 10 Kookum is First Nations name for grandfather.

Teacher Section

Answer Key:

Que

stio

n

Indi

cato

r

Leve

l Answer

1 N3.1 h, q 1 315

2 N3.1 f 1 87 or 87 cents is acceptable3 N3.1

p 2a) 8 or 8 ones

b) 800 or 8 hundredsc) 80 or 8 tens

4 N3.1 n 2 691 692 693 694 695 696 697 698 699 700

701 702 703 704 705 706 707 708 709 7105 N3.1

j,m 2 279,285,924,926

6

N3.1 a,b,c,d 3

a) 643, 648, 653, 658, __663__, __668__, __673__.

b) 741, 731, 721, __711__, __701__, __691__.

c) __325__, 350, 375, 400, __425__.

d) __800__, 803, 806, 809, ___812___, ___815___.

7 N3.1 h,I,o 3 Drawings of 312, 300+10+2, Three hundred twelve, three hundreds + one ten + two ones

etc.8 N3.1 l 3 a) 4 to 6 groups of 100

b) From 400 to 600 objects9 N3.1

p 3 a) 792,729,927,972,297,279b) 279, 297, 729, 792, 927, 972

10 N3.1 q 4 863

Outcome: N3.1 Demonstrate understanding of whole numbers to 1000 (concretely, pictorially, physically, orally, in writing, and symbolically) including:

representing (including place value) describing estimating with referents comparing two numbers ordering three or more numbers.

N3.1 up to Level 1 up to Level 2 up to Level 3 up to Level 4

Description 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, p Order a sequence

of numbers Represent 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,o

Estimates using referents

Represent 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 1000

Student-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.