A Parent`s Guide to Understanding Your Child`s Results -

Transcription

A Parent’s Guide to
Understanding Your
Child’s Results
Using EQAO Information
to Improve
Student Learning
Primary Division
Ontario conducts province-wide tests of students’ literacy and math
skills at key stages of their education. This contributes to public
accountability and to the continuous improvement of every student in
Ontario’s publicly funded education system.
These tests are conducted by the Education Quality and Accountability
Office (EQAO), an agency of the Government of Ontario.
About the Education Quality and Accountability Office
The Education Quality and Accountability Office (EQAO) is an independent provincial agency funded by the
Government of Ontario. EQAO’s mandate is to conduct province-wide tests at key points in every student’s primary,
junior and secondary education and report the results to educators, parents and the public.
EQAO acts as a catalyst for increasing the success of Ontario students by measuring their achievement in reading,
writing and mathematics in relation to Ontario Curriculum expectations. The resulting data provide a gauge of quality
and accountability in the Ontario education system.
The objective and reliable assessment results are evidence that adds to current knowledge about student learning and
serves as an important tool for improvement at all levels: for individual students, schools, boards and the province.
Contents
02
A Parent’s Guide to Understanding Your Child’s Results
03
How to Use This Guide
05 Primary Support Materials
Using EQAO Information to Improve Student Learning
06
Primary Reading
06 I
Level 1
12 I
Level 2
18 I
Level 3
24 I
Level 4
29 I
Reading Selections, Primary Division
33 I Descriptions of Typical Student Reading Performances on EQAO’s
Primary-Division Assessment at the Four Levels of Achievement
34
Primary Writing
34 I
Level 1
40 I
Level 2
46 I
Level 3
52 I
Level 4
58 I Descriptions of Typical Student Writing Performances on EQAO’s
60
Primary Mathematics
60 I
Level 1
68 I
Level 2
74 I
Level 3
82 I
Level 4
90 I Descriptions of Typical Student Mathematics Performances on EQAO’s
91
Levels of Achievement at a Glance
A Parent’s Guide to Understanding
Your Child’s Results
Each year, Ontario students in Grade 3 and Grade 6 write
province-wide tests of their literacy and mathematics skills.
EQAO’s Assessments of Reading, Writing and Mathematics,
Primary Division (Grades 1–3) and Junior Division (Grades 4–6)
are based on the same reading, writing and mathematics
curriculum expectations that teachers use to structure students’
daily classroom experiences.
Each student who writes an assessment receives an Individual Student Report that
describes his or her achievement on the assessment. The results are reported according
to the province’s four achievement levels. These are the same levels teachers use in the
classroom and on report cards to evaluate students’ progress. The provincial standard
is Level 3, which corresponds to a B− to B+.
Your child’s EQAO results are an important, objective indicator of his or her reading,
writing and mathematics achievement in relation to the provincial standard. The
descriptions of student performance on EQAO assessments in this guide will provide
you with a clearer picture of what an EQAO level designation means in terms of your
child’s performance on the assessments. This guide also suggests some specific
strategies that you can use to support your child’s learning. Helping your child be
successful requires a partnership between teachers and you. Information about your
child’s performance on an EQAO assessment should always be considered together
with his or her classroom assessment information.
Click the link below to help you better understand your child’s results on the EQAO
assessment and how to support his or her learning.
How to Use This Guide (Grade 3)
2
A Parent’s Guide to Understanding Your Child’s Results: Using EQAO Information to Improve Student Learning—Primary Division I 2012
How to Use This Guide
There are several ways to use this guide to help you better understand your child’s
results and how to support his or her learning. You could
1.identify your child’s results in reading, writing and mathematics and then go to
each subject result link to
n read what a typical student performance at your child’s level of achievement
looks like;
n find possible strategies to help your child improve and
n look at samples of student work at each level on an EQAO assessment;
2.read the Descriptions of Typical Student Performances charts to better understand
the progression of knowledge and skills through the different levels of achievement
and
3.learn more about the curriculum, at www.edu.gov.on.ca.
Reading
Writing
Mathematics
Level 1
Level 1
Level 1
Level 2
Level 2
Level 2
Level 3
Level 3
Level 3
Level 4
Level 4
Level 4
Levels of Achievement at a Glance page 91
This chart describes a typical student performance on EQAO’s primary-division
assessment at each of the four levels of achievement.
3
Primary Support Materials
Using EQAO Information to Improve Student Learning
Primary Reading
Students were asked to
n
LE VE L
1
Un derstan ds familiar
words an d concrete
ideas in texts an d
questions an d attempts
to answer the question
n
r ead four types of texts: narrative (e.g., imaginary or real stories, folk tale),
information (e.g., instructions, articles, reports), poem (free verse or closed form)
and graphic (e.g., diagram, posters, flow chart, Web page) and
nswer multiple-choice and open-response questions (i.e., where students write
a
out their answer) about the information and ideas in these texts.
For a Level 1 reading result, students typically
n
understand some information and ideas directly stated in reading materials.
n
have a simple understanding of what they read.
n
include random details from the reading materials to support their answers.
Here are some suggestions, based on a Level 1 achievement result,
that you might find helpful in supporting your child’s learning at home.
n
Talk with your child daily about what he or she is reading.
◆
◆
n
Listen to your child read aloud or read aloud to him or her.
◆
◆
Ask your child what might happen next as he or she reads.
Ask your child what he or she has learned about the topic, people or events when
he or she is finished.
Have your child retell the main parts after reading.
Talk about the meaning of the words he or she doesn’t know and reread the parts
with the words.
Additional Information
Sample Reading Responses at Level 1
The sample responses are from one student’s body of work in reading at Level 1. One student’s work is used to
provide a more comprehensive view of the characteristics of an overall performance on an EQAO assessment.
Descriptions of Typical Student Reading Performances
This chart describes a typical student performance in reading on EQAO’s primary-division assessment at the
four levels of achievement.
Examples of EQAO Test Questions
The student assessment booklets contain actual questions from the assessments. The scoring guides contain
examples of student work corresponding to each score code.
Tips and Tools for Parents
Additional strategies and information for helping your child with reading, writing and mathematics
Return to Primary-Division Guide (Grade 3) Menu
6
Primary Reading I Level 1
onses on the
The sample resp
are selecte d
s
following page
’s bo dy of
nt
de
stu
e
from on
so me co mmon
e
at
work to illustr
work at
characteristics of
e areas for
ibl
ss
Level 1 an d po
be observed
growth that can
sponses.
re
l
among severa
SAM P LE AN S W ER
O BS ER VAT I ON
The responses rely
on limited details or
examples from the
text, but the examples
aren’t clearly linked to
the questions. They are
generalized statements
rather than explanations.
(Many hockey players
practise; the response
does not make the
connection between
practising and Gretzky’s
childhood clear.)
SAM P LE AN S W ER
“Wayne Gretzky”
7
OBS ER VAT I O N
SAM P L E AN S W ER
The responses may be
accurate based on prior
knowledge, but, because
the student has not
used the context of the
reading selection, reread
or referred to particular
details of the text, he or
she has made incorrect
inferences.
*
SAM P L E AN S W ER
*
“Wayne Gretzky”
OBS ER VAT I O N
SAM P L E AN S W ER
The responses indicate
that the student has
made simple, accurate
inferences based on
elements of the text.
*
SAM P L E AN S W ER
*
“The Venus Flytrap”
8
O BS ER VAT I ON
SAM P LE AN S W ER
The response indicates
an understanding of an
important idea in the text,
but it misses details.
O BS ER VAT I ON
SAM P LE AN S W ER
that the student has used
prior knowledge but
hasn’t used text details to
make inferences.
*
“The Ice Cream Taster”
9
OBS ER VAT I O N
SAM P L E AN S W ER
The response shows that
the student has used prior
knowledge and textual
context to make an
accurate inference.
*
OBS ER VAT I O N
SAM P L E AN S W ER
The response answers
the question but doesn’t
provide any support other
than “I like wades idea.”
10
O BS ER VAT I ON
SAM P LE AN S W ER
The response paraphrases
the question in place of
an answer.
11
Primary Reading
n
LE VE L
2
Uses ideas fro m the
text an d combines
them with personal
experience to select or
develo p simple answers
to questions
n
answer multiple-choice and open-response questions (i.e., where students write
n
use clues and ideas that are not directly stated to understand the overall meaning
of what they read.
n
make reasonable predictions about what will happen next.
n
retell important information in reading materials.
n
read and understand words used regularly in grade-level reading materials.
n
◆
n
◆
◆
Ask your child to compare people he or she reads about with people he or
she knows.
Ask your child for his or her opinion about people or situations.
Talk about the details in the text that can be used to support his or her opinions.
12
onses on the
The sample resp
are selecte d
s
following page
’s bo dy of
nt
de
stu
e
from on
so me co mmon
e
at
work to illustr
work at
characteristics of
e areas for
ibl
ss
Level 2 an d po
be observed
growth that can
sponses.
re
l
among severa
SAM P LE AN S W ER
O BS ER VAT I ON
The responses include
a few words and details
from the text that
indicate a basic literal
understanding, but there
is not always a clear link
back to the question.
SAM P LE AN S W ER
“Wayne Gretzky”
13
OBS ER VAT I O N
that the student
understands the questions
and has made a genuine
attempt based on prior
knowledge and the
context to select the
correct answer. For
Question 2, rereading of
the text may have assisted
the student in making a
correct inference.
SAM P L E AN S W ER
*
SAM P L E AN S W ER
*
“Wayne Gretzky”
OBS ER VAT I O N
that the student
understands what the
questions are asking,
and in one case is able
to link words from the
question and text with
prior knowledge to make
an inference and select
the correct answer. The
responses also show an
understanding of how text
features (single quotation
marks, pictures) affect
meaning.
SAM P L E AN S W ER
*
SAM P L E AN S W ER
*
14
O BS ER VAT I ON
SAM P LE AN S W ER
The response refers to
some factual ideas in
the text and uses some
examples from it to draw
a humorous conclusion.
a good understanding of
the overall meaning of
the text.
O BS ER VAT I ON
an understanding of what
the questions are asking.
The student makes a
correct inference for the
first question, but the
response to the second
question suggests that
he or she hasn’t used the
context of the lines to
link the words from the
text with his or her prior
knowledge in order
to draw a correct
conclusion.
SAM P LE AN S W ER
*
SAM P LE AN S W ER
*
15
OBS ER VAT I O N
SAM P L E AN S W ER
The response indicates a
clear understanding of the
question and some details
from the text. The student
states a strong opinion on
this question and a clear
personal reaction. Further
details from the text would
create contrast between
the student’s personal goal
and Wade’s, and better
support the response,
especially considering that
an oceanographer is a
type of explorer.
OBS ER VAT I O N
SAM P L E AN S W ER
a clear understanding of
Mrs. Smith’s advice to the
speaker but doesn’t draw
a conclusion as to how
the advice is helpful.
16
Primary Reading
n
LE VE L
3
Generates ideas based
on the text an d his or
her own experience
an d answers questions
appro priately with
evi dence
n
n
n
n
develop an opinion about the ideas in reading materials.
recall details from what they have read and use them to support conclusions about
the characters and events.
compare ideas in what they read to what they already know about a similar topic
or situation.
n
◆
n
◆
Have your child compare what he or she is learning with what he or she already
knows about the topic, people or events.
Ask your child what the author wants us to learn about the people and situations
in the text.
18
onses on the
The sample resp
are selecte d
s
following page
’s bo dy of
nt
de
stu
e
from on
so me co mmon
e
at
work to illustr
work at
characteristics of
e areas for
ibl
ss
Level 3 an d po
be observed
growth that can
sponses.
re
l
among severa
SAM P LE AN S W ER
O BS ER VAT I ON
The responses are
correct, indicating
an understanding of
the overall text based
on some details and
inferences. The prior
knowledge or personal
opinions don’t always
substantiate the answer.
For example, “Gretzky is
a nice man…he tried his
best” isn’t clear support
for calling him the “Great
One.” Additional accurate
details would provide a
more focused answer.
SAM P LE AN S W ER
“Wayne Gretzky”
19
OBS ER VAT I O N
SAM P L E AN S W ER
The responses are
accurate and are based
on prior knowledge and
inferences made from
the text.
*
SAM P L E AN S W ER
*
“Wayne Gretzky”
OBS ER VAT I O N
SAM P L E AN S W ER
The responses are
accurate and are based
on appropriate inferences
drawn from details and
features of the text.
*
SAM P L E AN S W ER
*
20
O BS ER VAT I ON
The responses are
accurate, demonstrating
use of prior knowledge
and relevant details from
the text and indicating an
overall understanding of
it. In the first response,
the process of how the
trigger hairs work isn’t
explained. Specific
details from the text
would provide a fuller
explanation of how the
trigger hairs signal to
the plant that it should
close its leaves to trap
the insect so it can eat it.
In the second response,
several reasons are
provided to support the
student’s opinion about
why the plant is unusual.
SAM P LE AN S W ER
SAM P LE AN S W ER
21
OBS ER VAT I O N
SAM P L E AN S W ER
The response shows
clear references to textual
details, makes inferences
and provides a personal
response. The answer
could be more sharply
focused by showing a
contrast between the
character in the poem
and the student.
OBS ER VAT I O N
SAM P L E AN S W ER
The responses are
accurate and demonstrate
effective use of details to
make inferences and draw
conclusions.
*
SAM P L E AN S W ER
*
22
Primary Reading
n
LE VE L
4
Answers questions
skilfully, with complex
reasoning an d
insightful evi dence
n
n
provide logical reasons to explain the meaning of what they are reading.
n
make insightful comments about the people and situations in reading materials.
n
use relevant evidence to clearly explain personal viewpoints about the ideas and
information in reading materials.
n
◆
n
◆
◆
Have your child decide whether or not the ideas and information make sense.
Ask your child why he or she agrees or disagrees with the author’s viewpoints
about the people and situations.
Discuss the important ideas the author wants us to remember.
24
onses on the
The sample resp
are selecte d
s
following page
’s bo dy of
nt
de
stu
e
from on
so me co mmon
e
at
work to illustr
work at
characteristics of
e areas for
ibl
ss
Level 4 an d po
be observed
growth that can
sponses.
re
l
among severa
SAM P LE AN S W ER
O BS ER VAT I ON
The responses are
accurate. The student has
a good understanding of
the entire text and selects
multiple appropriate
details from it to support
his or her answers and
make a clear link between
the text and his or her
conclusions.
SAM P LE AN S W ER
“Wayne Gretzky”
25
OBS ER VAT I O N
SAM P L E AN S W ER
The responses are
accurate. The student has
used prior knowledge and
relevant text details to
make inferences and draw
a logical conclusion.
*
SAM P L E AN S W ER
*
“Wayne Gretzky”
OBS ER VAT I O N
SAM P L E AN S W ER
The student has used
details and features
from the text to make
inferences and draw
correct conclusions.
*
SAM P L E AN S W ER
*
26
O BS ER VAT I ON
SAM P LE AN S W ER
The responses indicate a
full understanding of the
entire text and include
multiple relevant details
as well as evidence of a
text-to-self connection
that makes sense of the
information in the text.
SAM P LE AN S W ER
27
OBS ER VAT I O N
SAM P L E AN S W ER
The response uses
relevant details from the
text to which the student
compares personal
experience and goals to
answer the question.
OBS ER VAT I O N
SAM P L E AN S W ER
The responses are
accurate and demonstrate
effective use of text
details and the student’s
prior knowledge to draw
conclusions.
*
SAM P L E AN S W ER
*
28
Reading Selections
Assessment of Reading, Writing and Mathematics, Primary Division, 2009
Wayne Gretzky
No wonder he’s been called the “Great
One” ever since he was a kid. When he was
10, Wayne Gretzky scored 378 goals in just
68 games. At 17, he was the youngest
player in professional hockey in North
America. He has set or tied 61 National
Hockey League (NHL) records and is the
league’s all-time leading scorer.
1
Wayne began playing hockey on a rink
his dad had made in their backyard in
Brantford, Ontario. Wayne says his father
supported his desire to play hockey and
helped him without pushing too much. Wayne would shoot and skate for
hours—he loved it so much that it never seemed like practising to him.
When he played in the NHL, he would exhaust his teammates with his
long practices.
2
He wasn’t big and his style wasn’t smooth, but Wayne had an accurate
shot and a natural instinct for the game. He seemed to see plays happen
in slow motion and could anticipate where the puck was heading.
3
Although proud of his records as a player, Wayne was especially proud to
work with Canada’s men’s Olympic hockey team in 2002. He helped lead
them to their gold medal.
4
Adapted from The Kids Book of Great Canadians by Elizabeth MacLeod © 2004. Used by permission of Kids Can Press
Photo: © Canadian Olympic Committee/The Canadian Press.
29
Reading Selections
The Venus Flytrap
A Meat-Eating Plant!
The Venus flytrap is an unusual plant that
was discovered over 200 years ago. It is
found all over the world, but it is native to
North and South Carolina. It grows in
swamps, where the soil lacks nitrogen, an
important part of a plant’s diet.
1
The Venus flytrap grows about 30 cm high.
The plant’s leaves grow close to the bottom
of the stem. Each leaf has two parts attached
to a rib. The surface of each side has three
sensitive hairs or trigger hairs, and the edges
are fringed with sharp spikes.
2
The Venus flytrap feeds itself by trapping
insects inside its leaves. When an insect
lands on a leaf’s trigger hairs, the two sides
close like a trap and hold the insect inside.
The soft parts of the insect are then digested.
It takes more than a week for each leaf to
digest an insect and “spit” out the tough
Open Leaf
Closed Leaf
parts. After the plant has taken in the food,
the trap opens, and the leaf is in position to capture another victim. After
a leaf has caught several insects, it withers and dies. The Venus flytrap
has been known to last as long as 25 years under good care.
3
Leaves
Catching a Fly
© EQAO, 2006
30
Reading Selections
The Ice Cream Taster
The clock struck nine on Monday morning.
Mrs. Smith gave us a warning:
“Take out a pen each of you,
Let us make our dreams come true.”
“When you grow up, what will you be?
What is your future? What do you see?
Take your pen and write it down.
May you smile and not frown.”
Jasmine knew right away:
For her job she would play
Soccer all day in the sun.
What job could be more fun?
5
10
Wade wished to explore
Jungles, mountains and much more.
To places hot and places cold,
His fingers crossed that he finds gold.
I said, as I put up my hand,
“What if I have nothing planned?”
Mrs. Smith sat and thought,
And thought, and thought and thought a lot.
15
20
continued on next page t
31
Reading Selections
“A pilot, a teacher or maybe an actor?
A singer, a dancer or driver of a tractor?
Whatever it is you choose to do,
Make sure it reflects only you.”
I thought about what she said.
I let it sink into my head.
In the end I do believe,
My perfect job I can achieve.
An ice cream taster I will be,
The best job, I guarantee.
Peanut butter mango I will have with glee,
Yes! An ice cream taster I will be!
25
30
© EQAO, 2006
32
Primary Reading
Descriptions of Typical Student Reading Performances on EQAO’s
L EV EL
LE VE L
4
LE VE L
3
LE VE L
2
LE VE L
1
D E S C R I P T I ON
R EADI N G
Student performance at
this level surpasses the
provincial standard.
At Level 4, students typically
n
n
Corresponds to an A2 to A1
n
this level meets the
Corresponds to a B2 to B1
this level approaches the
Corresponds to a C2 to C1
n
n
n
use relevant evidence to clearly explain personal viewpoints
about the ideas and information in reading materials.
develop an opinion about the ideas in reading materials.
recall details from what they have read and use them to
support conclusions about the characters and events.
compare ideas in what they read to what they already know
about a similar topic or situation.
n
use clues and ideas that are not directly stated to understand
the overall meaning of what they read.
n
make reasonable predictions about what will happen next.
n
retell important information in reading materials.
read and understand words used regularly in grade-level
reading materials.
n
n
Corresponds to a D2 to D1
make insightful comments about the people and situations
in reading materials.
n
this level is much below the
provide logical reasons to explain the meaning of what they
are reading.
n
understand some information and ideas directly stated in
reading materials.
have a simple understanding of what they read.
include random details from the reading materials to support
their answers.
33
Primary Writing
n
LE VE L
1
Responds to part of
the task using simple
an d often unconnecte d
ideas while attempting
to use a few conventions
n
write two short texts and one longer text and
nswer multiple-choice questions about developing a topic (organization and
a
content) and about spelling, grammar and punctuation.
For a Level 1 writing result, students typically
n
n
n
retell simple ideas and events based on their personal experiences.
use a simple pattern (e.g., I like…, I can…) to organize writing but often leave
ideas unconnected.
base spelling on the spoken sounds of words.
n
sk him or her to help you when you write a shopping list, a reminder note, a label,
A
a letter or something similar.
Talk about the new words and phrases that you use.
◆
n
Have your child read his or her writing aloud and talk about
◆
◆
the order of ideas in a story.
how capital letters and periods are used to make simple sentences.
Sample Writing Responses at Level 1
The sample responses are from one student’s body of work in writing at Level 1. One student’s work is used to
Descriptions of Typical Student Writing Performances
This chart describes a typical student performance in writing on EQAO’s primary-division assessment at the
34
Primary Writing I Level 1
onses on the
The sample resp
are selecte d
s
ge
pa
following
’s bo dy of
nt
from one stu de
so me co mmon
e
at
str
illu
work to
work at
of
characteristics
e areas for
ibl
ss
po
d
an
Level 1
observed
be
n
growth that ca
ses.
on
sp
re
l
ra
ve
se
among
not score
es
do
Altho ugh EQAO
e ideas box,
the content in th
riting can
ew
pr
the stu dent’s
o his or her
int
ts
igh
ins
provide
s.
writing proces
SAM P LE AN S W ER
S AMPLE AN S W ER
*
*
O BS ER VAT I ON
The responses indicate the
generalization of familiar
patterns to create the past
tense of a verb or the plural
of a noun. Support with
the spelling patterns of
irregular verbs and plurals
would assist this student in
making accurate choices.
O BS ER VAT I ON
SAM P LE AN S W ER
The response suggests
made some link to the
paragraph (specific
colours) but has a limited
understanding of how
to include details to
support a main idea. The
student has missed the
comparison pattern of the
second sentence.
*
35
OBS ER VAT I O N
SAM P L E AN S W ER
some understanding of
the prompt but is not
written in the form of
instructions. The ideas
are organized in a logical
order, but issues with
spelling, punctuation
and sentence structure
affect clarity and
interfere with the reader’s
understanding of the
student’s text.
36
O BS ER VAT I ON
SAM P LE AN S W ER
some understanding of the
assigned task. The ideas
expressed are simple
and demonstrate limited
understanding of how to
include supporting details
to support a main idea.
37
SAM P L E AN S W ER
38
O BS ER VAT I ONS
SAM P LE AN S W ER (con tin u ed)
The response
demonstrates some
structure of a letter.
The student has
responded to the task
with a limited number of
relevant details that are
largely undeveloped. The
response expresses a
personal opinion based
on a personal experience
rather than developing
ideas about why everyone
should be responsible for
keeping the community
clean.
Sentence structure and
punctuation interfere with
the student’s expression
and the reader’s
response.
39
Primary Writing
n
LE VE L
2
Responds to aspects
of the task with
simple ideas drawn
fro m personal
experience an d using
simple conventions
n
answer multiple-choice questions about developing a topic (organization and
n
provide a few details to support an idea.
n
use simple connecting words (e.g., and, but, first, then) to order ideas.
n
make simple sentences using common words and inconsistent punctuation.
n
sk him or her to help you when you write a shopping list, a reminder note, a label,
A
a letter or something similar.
Talk about the different ways to write the information and ideas you want to
record.
◆
n
◆
◆
the similar ideas that might make up a paragraph.
what additional details, phrases and sentences might make the writing clearer
and more interesting.
40
onses on the
The sample resp
are selecte d
s
ge
pa
following
’s bo dy of
nt
from one stu de
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at
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work to
work at
of
characteristics
e areas for
ibl
ss
po
d
an
Level 2
observed
be
n
growth that ca
ses.
on
sp
re
l
ra
ve
se
among
not score
es
do
Altho ugh EQAO
e ideas box,
the content in th
riting can
ew
pr
the stu dent’s
o his or her
int
ts
igh
ins
provide
s.
writing proces
SAM P LE AN S W ER
S AMPLE AN S W ER
*
O BS ER VATIONS
Although incorrect, the
responses suggest the
student has attempted
to use the context of the
sentence or paragraphs
to determine an answer.
SAM P LE AN S W ER
*
The first response
suggests that the student
has generalized familiar
patterns in an attempt to
create the past tense of
the verb.
The second response
selects a detail related
to where fish live (water)
rather than a detail about
the types of fish.
The third response
has selected an opening
sentence based on prior
knowledge of the topic
rather than the main idea
of the paragraph.
*
41
OBS ER VAT I O N
SAM P L E AN S W ER
an understanding of some
key ideas in the task but
is written in a diary format
rather than in the form of
instructions for preparing
for school. The writer
supports the response
with multiple relevant
details that may be overly
personal for instructions.
The response uses a
few simple connecting
words to add some order
to the ideas. Spelling
is largely phonetic and
interferes with the reader’s
understanding.
42
O BS ER VAT I ON
SAM P LE AN S W ER
The student has
responded to some key
words in the task and
focused only on how
people dress, not on how
the weather affects the
way people dress. The
student includes multiple
details, but the ideas are
not organized to show
a clear connection to
the task. The sentences
are simple. The spelling
understanding.
43
SAM P L E AN S W ER
44
O BS ER VAT I ON
SAM P LE AN S W ER ( con tin u ed)
The response shows
some understanding of
the task and develops
one main idea with related
and sometimes repeated
details (putting garbage
in our pockets and not on
the ground). The response
does not demonstrate
knowledge of letter form
but does explain what
people can do to keep
the world healthy and
clean. The student uses
mostly simple and some
complex sentences.
Largely phonetic spelling
understanding.
45
Primary Writing
n
LE VE L
3
Responds purposefully
to the task with an
awareness of the
rea der, using relevant
ideas an d appro priate
conventions
n
n
clearly express ideas and opinions.
n
support a main idea with details, facts and relevant personal experiences.
n
use connecting words to link ideas in paragraphs.
n
use a variety of descriptive words and phrases to make the writing interesting
and clear.
n
sk him or her to help you when you write a reminder note, a message, a letter or
A
something similar.
Talk about the different purposes for writing.
◆
n
◆
◆
which parts of the writing are confusing and ways to make the writing easier
to understand.
what he or she wants the reader to remember about the topic.
46
onses on the
The sample resp
are selecte d
s
ge
pa
following
’s bo dy of
nt
from one stu de
so me co mmon
e
at
str
illu
work to
work at
of
characteristics
e areas for
ibl
ss
po
d
an
Level 3
observed
be
n
growth that ca
ses.
on
sp
re
l
ra
ve
se
among
not score
es
do
Altho ugh EQAO
e ideas box,
the content in th
riting can
ew
pr
the stu dent’s
o his or her
int
ts
igh
ins
provide
s.
writing proces
SAM P LE AN S W ER
S AMPLE AN S W ER
O BS ER VAT I ON
clear sense of paragraph
sequence and structure.
O BS ER VAT I ON
*
*
SAM P LE AN S W ER
The response demonstrates
a clear understanding of
paragraph development
and use of relevant detail
to create coherence.
*
47
OBS ER VAT I O N
SAM P L E AN S W ER
a clear understanding
of the task and the form
required. The instructions
are numbered and
organized in a logical
order. Although some
items could clearly be
combined using more
sophisticated sentence
structures, the student
seems to aim for a
humorous voice with
overly simplified details.
Spelling, capitalization
and punctuation are
conventional.
48
O BS ER VAT I ON
SAM P LE AN S W ER
The response
demonstrates a clear
understanding of the task
and uses an effective,
humorous, questioning
approach to convey an
appropriate message.
There is evidence of
voice. Details are related
to the student’s main idea
but tend to be general
rather than specific. Some
punctuation and spelling
are unconventional but
do not interfere with the
reader’s understanding.
49
SAM P L E AN S W ER
50
O BS ER VAT I ON
The student has
responded to the task
with relevant, specific
details but minimal
elements of the letter
form. The main idea is
developed using relevant
supporting ideas in a
simple organizational
structure. There is
an attempt to use
transition words, but it
is not consistent. The
student uses a variety of
sentence structures and
appropriate punctuation.
Occasional grammar or
spelling issues do not
interfere with the reader’s
understanding.
51
Primary Writing
n
LE VE L
4
Responds competently
an d tho ughtfully to
the task with complex
ideas an d effective
use of conventions,
creating engaging an d
appealing written work
n
n
n
n
maintain a consistent, clear main idea or message throughout their writing.
organize their writing skilfully, with smooth transitions and connections between
sentences and paragraphs.
engage the reader through humour, dialogue, word choice, linking words and
a variety of sentence types (e.g., simple, compound and complex sentences,
questions, exclamations).
n
sk him or her to help you when you write a reminder note, a message, a letter or
A
something similar.
Talk about how to group ideas and information.
◆
n
◆
◆
how to add details to make the writing more interesting.
the words that can be used to make a point of view more convincing.
52
onses on the
The sample resp
are selecte d
s
ge
pa
following
’s bo dy of
nt
from one stu de
so me co mmon
e
at
str
illu
work to
work at
of
characteristics
e areas for
ibl
ss
po
d
an
Level 4
observed
be
n
growth that ca
ses.
on
sp
re
l
ra
ve
se
among
not score
es
do
Altho ugh EQAO
e ideas box,
the content in th
riting can
ew
pr
the stu dent’s
o his or her
int
ts
igh
ins
provide
s.
writing proces
SAM P LE AN S W ER
S AMPLE AN S W ER
O BS ER VAT I ON
*
clear sense of paragraph
structure and coherence.
O BS ER VAT I ON
*
SAM P LE AN S W ER
that the student still needs
to refine his or her use of
some familiar words.
*
53
OBS ER VAT I O N
SAM P L E AN S W ER
The response is thoughtful
and engages the reader
by taking an unexpected
point of view on the topic.
The ideas are specific,
consistent and developed
with appropriate details.
The response includes
a variety of sentence
structures, and the
grammar is generally
correct, with the exception
of the final sentence.
Punctuation and spelling
are used correctly.
54
O BS ER VAT I ON
SAM P LE AN S W ER
The student has
responded to the main
idea of the task with
specific, relevant details
and an element of humour.
The paragraph shows
unity, with introductory
and concluding sentences
that mirror each other, and
uses a simple causeand-effect organizational
pattern. The student aims
to develop complex ideas
with sentence structures
that end up being
somewhat awkward.
55
SAM P L E AN S W ER
56
O BS ER VAT I ON
The student has
responded to the
task prompt using an
appropriate letter form.
Although there is some
repetition, the overall
message is clearly and
consistently developed.
More details of greater
relevance and specificity
would help the student
to avoid repetition and
enrich the message.
Minor issues with spelling
and punctuation do not
interfere with the strong
message.
57
Primary Writing
Descriptions of Typical Student Writing Performances on EQAO’s
LEV EL
LE VE L
4
LE VE L
3
LE VE L
2
LE VE L
1
58
WRITING
n
n
n
organize their writing skilfully, with smooth transitions and
connections between sentences and paragraphs.
engage the reader through humour, dialogue, word choice,
linking words and a variety of sentence types (e.g., simple,
compound and complex sentences, questions, exclamations).
n
n
n
n
maintain a consistent, clear main idea or message
throughout their writing.
clearly express ideas and opinions.
support a main idea with details, facts and relevant personal
experiences.
use connecting words to link ideas in paragraphs.
use a variety of descriptive words and phrases to make
the writing interesting and clear.
n
n
n
provide a few details to support an idea.
use simple connecting words (e.g., and, but, first, then)
to order ideas.
make simple sentences using common words and
inconsistent punctuation.
n
n
n
retell simple ideas and events based on their personal
experiences.
use a simple pattern (e.g., I like…, I can…) to organize
writing but often leave ideas unconnected.
base spelling on the spoken sounds of words.
Primary Mathematics
n
LE VE L
1
Uses addition to
respond to simple
problems an d offers
brief explanations
of results
nswer multiple-choice and open-response questions (i.e., where students show
a
their work and how they solve problems) related to various strands of mathematics.
For a Level 1 mathematics result, students typically
n
use addition to solve simple problems.
n
create and extend simple number patterns.
n
understand directly stated information in charts, diagrams and graphs.
n
recognize familiar geometric shapes (e.g., square, circle) and figures
(e.g., prisms, pyramids).
n
n
n
Include your child in everyday activities that involve addition and subtraction.
Play games and do puzzles that involve mathematics (e.g., compare time, sort,
classify or estimate).
Look at advertising flyers to talk about the different ways that mathematics is used
(e.g., numbers, shapes, patterns).
n
Solve problems with your child and ask him or her to describe the solutions.
n
Let your child know that everyone can learn mathematics.
Sample Mathematics Responses at Level 1
The sample responses are from one student’s body of work in mathematics at Level 1. One student’s work is used
to provide a more comprehensive view of the characteristics of an overall performance on an EQAO assessment.
Descriptions of Typical Student Mathematics Performances
This chart describes a typical student performance in mathematics on EQAO’s primary-division assessment
at the four levels of achievement.
60
Primary Mathematics I Level 1
onses on the
The sample resp
are selecte d
s
follow ing page
’s bo dy of
nt
de
stu
e
on
fro m
so me co mmon
ate
str
work to illu
work at
of
characteristics
areas for
ble
ssi
po
d
an
1
Level
observed
be
n
ca
growth that
ses. Altho ugh
on
sp
among several re
score the written
EQAO does not
stu dent’s thinking
e
evidence of th
oice questions,
about multiple-ch
ts into his or
igh
ins
ide
ov
it can pr
inking an d
th
l
her mathematica
ocesses.
pr
ing
olv
-s
lem
prob
SAM P LE AN S W ER
S AMPLE AN S W ER
*
*
O BS ER VAT I ON
an inconsistent grasp
of simple mathematical
relationships. In the
first response, the
student has incorrectly
used subtraction and/
or addition, or may
have misunderstood
the relationships that
equations represent.
In the second, the sum
63 1 17 is correctly
decomposed to 60 1 10
1 7 1 3.
61
OBS ER VAT I O N
SAM P L E AN S W ER
S AMPLE AN S W ER
The responses recognize
familiar geometric forms
and properties. The first
response suggests the
student understands
the concept of area but
has not accounted for
the half-squares in the
triangles. In the second
response, he or she
identifies the hexagonalbased pyramid but
answers inconsistently,
as “octagonal-based
pyramid” is marked as the
answer.
*
*
62
O BS ER VAT I ON
SAM P LE AN S W ER
The student has read the
question and determined
that the graph needs
to be completed, but it
is unclear in the work
presented what concepts
the student understands.
The bars for triangles 4
and 5 do not indicate
an understanding of the
pattern or the relationship
between straws and
triangles. However, the
representation of 18
straws for six triangles is
correct. For the second
part of the question, the
student has repeated the
number in the question
but has not calculated the
number of straws.
63
OBS ER VAT I O N
SAM P L E AN S W ER
The student has read
information explicitly
presented in the chart but
has not understood the
relationship between the
colour and the number of
students. He or she has
recorded the information
on the grid paper with
no regard for the
conventions of graph
making (e.g., no title or
labels, incorrect scale).
OBS ER VAT I O N
The student has had some
success selecting the
correct answer to solve
single-step problems.
He or she understands
simple relationships
(longest to shortest,
units) and uses addition
in familiar contexts.
The second response
has added incorrectly to
reach a sum of 92 rather
than 82, or does not
understand rounding.
64
S AM P L E AN S W ER
S AMPLE AN S W ER
*
*
O BS ER VAT I ON
SAM P LE AN S W ER
The student has not
understood clearly what
the question is asking.
question literally without
extracting mathematical
cues about relationships
and context. The student
appears to have read the
pictograph, completed
the half-square for
“Other,” and, without
reference to the key,
restated the numbers
of people choosing the
different animals. There
has been no attempt to
determine the information
for dogs.
65
OBS ER VAT I O NS
SAM P L E AN S W ER
The student has not
answered the question,
but has rather copied
the numbers from the
question.
For the number of
quarters, the student has
written the total value of
$5.25.
66
O BS ER VAT I ON
SAM P LE AN S W ER
that the student has read
and understood some
of the information in the
question (e.g., “plays at
the park,” “walks only on
the grid lines,” “shortest
path”), but has missed the
cue that Dale goes to the
park and then goes home.
Instead, the student has
drawn a path from the
school to the park and
another path from the
school to the house.
67
Primary Mathematics
n
LE VE L
2
Uses addition and
subtraction to respond
to single-step problems,
interpreting information
literally from a variety
of formats
a
n
n
use addition and subtraction to solve single-step problems or parts of multi-step
problems.
use information directly stated in questions, charts, diagrams and graphs to plan
a reasonable solution.
n
apply number concepts to solve problems, sometimes inaccurately.
n
construct different types of patterns.
n
Include your child in everyday activities that involve addition, subtraction,
multiplication and division.
n
Play games and do puzzles that require reasoning.
n
Solve problems with your child and talk about the different steps in the solution.
n
n
Have your child show you how he or she can solve problems in different ways (e.g.,
through sketches, charts, graphs, words, tallies).
Let your child know that everyone can learn mathematics.
68
onses on the
The sample resp
are selecte d
s
follow ing page
’s bo dy of
nt
de
stu
e
on
fro m
so me co mmon
ate
str
work to illu
work at
of
characteristics
areas for
ble
ssi
po
d
an
2
Level
served
ob
be
n
ca
growth that
s. Altho ugh
se
on
sp
among several re
score the written
EQAO does not
e
evidence of th
oice questions,
about multiple-ch
ts into his or
igh
ins
ide
ov
it can pr
inking an d
th
l
her mathematica
ocesses.
pr
ing
olv
-s
lem
prob
SAM P LE AN S W ER
* ER
S AMPLE AN S W
*
*
O BS ER VAT I ON
The responses extend
simple number patterns.
The response to the first
question completes the
pattern by adding 25,
and that to the second
question, by adding 13.
O BS ER VAT I ON
simple operations (e.g.,
addition, subtraction) to
solve familiar problems.
For example, in the first
question, he or she may
have determined the total
number of days by using
repeated addition
(i.e., 7 1 7 1 7 1 7)
or multiplication
(i.e., 4 3 7), or by looking
at a calendar. In the
second question, he or she
may have determined the
change by subtracting or
skip counting by 25s.
SAM P LE AN S W ER
*
S AMPLE AN S W ER
*
69
OBS ER VAT I O N
SAM P L E AN S W ER
The first response
suggests that the
student understands the
concept of symmetry.
But the second response
indicates that the student
is not able to apply his
or her understanding by
drawing a symmetrical
shape or to explain the
characteristics of the
property fully.
*
SAM P L E AN S W ER
70
O BS ER VAT I ON
SAM P LE AN S W ER
The student has relied
on addition to solve
problems even when it is
not appropriate. In this
solution, the student has
tried to get an answer
by adding the three
numbers in the question
(i.e., 23 1 2 1 6 5 31
and 9 1 23 1 2 5 25),
but these operations are
not appropriate to the
problem.
O BS ER VAT I ON
SAM P LE AN S W ER
The response doesn’t
provide evidence of the
mathematical thinking
that went into determining
that 16 more quarters
are needed.
71
OBS ER VAT I O N
SAM P L E AN S W ER
The student has begun
to solve the multi-step
problem (“It takes 3 straws
to make a triangle”) but
hasn’t extended his or her
thinking to complete the
graph for triangles 4 to 6,
or to respond to what is
asked: “How many straws
are needed to make
8 triangles?”
72
O BS ER VAT I ON
SAM P LE AN S W ER
problem but has missed
some mathematical cues
and solved only part
of it. The student has
determined the amount,
perhaps with repeated
addition (i.e., 5 1 5 1 5 1
5 1 5 1 5 1 5 1 5),
but stopped at $40.
The response does not
indicate the student has
considered the fact that
Marc needs to earn more
than $42 in order to buy a
video game priced at $42.
*
O BS ER VAT I ON
SAM P LE AN S W ER
S AMPLE AN S W ER
The student has shown he
or she understands simple
numeric relationships,
and has used simple
operations to select a
correct response.
*
*
73
Primary Mathematics
n
LE VE L
3
Uses addition,
subtraction,
multiplication an d
division skills to solve
multi-step problems
an d report solutions
in detail
a
n
n
n
n
use computation skills (e.g., addition, subtraction, multiplication, division) with
reasonable accuracy.
identify and use mathematical information (e.g., graphs, calendars, clocks, money)
and procedures correctly to solve problems.
solve single-step and some multi-step problems and explain their solutions
in detail.
show mathematical thinking in different ways, such as sketches, charts, graphs,
words and tallies.
n
n
n
n
n
Include your child in everyday activities with a number of steps.
Play games and do puzzles that involve number, geometric and measurement
patterns and relationships.
Solve problems with your child and talk about the different ways each can be solved.
Have your child explain why he or she has chosen to solve a problem in a
particular way.
Let your child know that you think mathematics is important.
74
onses on the
The sample resp
are selecte d
s
follow ing page
’s bo dy of
nt
de
stu
e
on
fro m
so me co mmon
ate
str
work to illu
work at
of
characteristics
areas for
ble
ssi
po
d
an
3
Level
served
ob
be
n
ca
growth that
s. Altho ugh
se
on
sp
among several re
score the written
EQAO does not
e
evidence of th
oice questions,
about multiple-ch
ts into his or
igh
ins
ide
ov
it can pr
inking an d
th
l
her mathematica
ocesses.
pr
ing
olv
-s
lem
prob
SAM P LE AN S W ER
*
O BS ER VAT I ONS
These responses indicate
the student has the
computational skills to
answer questions and
solve problems with
SAM P LE AN S W ER
In the first response, the
student has identified the
expression equivalent to
30 2 4 by choosing the
equation 30 2 4 5 20 1 6.
The second response
shows the student
has conceptualized
the problem, but he or
she has presented an
answer without support.
The student has solved
the saving-for-a-book
problem by calculating
the number of quarters
needed to make $5.25,
but has missed an
important mathematical
cue to answer the question
successfully. The student
has not presented his or
her mathematical thinking.
75
OBS ER VAT I O N
SAM P L E AN S W ER
In the favourite-kindof-animal question, the
student has accurately
represented seven dogs
in the pictograph and
stated that seven people
liked dogs but has
provided no evidence of
the mathematical thinking
used to determine
this response.
76
O BS ER VAT I ONS
SAM P LE AN S W ER
The answer shows a
conceptual understanding
of measurement and
geometry problems.
The student has chosen
and drawn the shortest
path from the school to
the park and to his or her
house and explained
this choice.
77
OBS ER VAT I O N
SAM P L E AN S W ER
The answer shows a
conceptual understanding
of symmetry. The student
states that he or she has
used a “miorr” (i.e., a Mira)
but does not state any
geometric properties of
symmetry to indicate that
he or she knows the new
figure is symmetrical.
78
O BS ER VAT I ON
SAM P LE AN S W ER
the problem but has
vaguely represented
his or her mathematical
thinking. It appears that
he or she has attached
the dimensions 6 cm by 2
cm to Rectangle A and 5
cm by 4 cm to Rectangle
B and calculated the two
perimeters as 16 and 18
(no units). The solution
goes on to say, correctly,
that Rectangle B has the
greater perimeter. The
student has manipulated
the numbers in the
context of the problem
and used the numbers
and relationships of the
rectangles appropriately.
79
OBS ER VAT I O N
SAM P L E AN S W ER
mathematical language
and procedures with
considerable accuracy
and has attempted to
solve this multi-step
problem. In part one,
the graph accurately
represents the pattern
(i.e., add three each time);
however, in part two, the
student work shows 36
as a starting point with
no evidence of where this
number has come from.
80
O BS ER VAT I ONS
SAM P LE AN S W ER
S AMPLE AN S W ER
The answers show
an understanding of
the measurement and
geometry concepts in
these problems.
The student understands
the relationships between
longest and shortest and
metres and centimetres
and has correctly ordered
the measurements.
these single-step
problems by correctly
counting the number of
square units in the shape
(taking into consideration
the half-squares in the
triangles) and identifying
the congruent shapes
in the picture. These
responses suggest
understood the geometric
relationships.
*
SAM P LE AN S W ER
*
*
81
Primary Mathematics
n
LE VE L
4
Un derstan ds problems
an d responds to them
by selecting effective
mathematical strategies
to pro vide efficient
solutions, which are
com municate d clearly
an d effectively
a
n
n
n
n
use computation skills (e.g., addition, subtraction, multiplication, division) with
identify and use mathematical information (e.g., graphs, calendars, clocks, money)
and procedures correctly to solve problems.
solve single-step and some multi-step problems and explain their solutions in detail.
show mathematical thinking in different ways, such as sketches, charts, graphs,
words and tallies.
n
n
n
n
n
Include your child in everyday activities with a number of steps.
Play games and do puzzles that involve number, geometric and measurement
patterns and relationships.
Solve problems with your child and talk about the different ways each can be solved.
Have your child explain why he or she has chosen to solve a problem in a
particular way.
Let your child know that you think mathematics is important.
82
onses on the
The sample resp
are selecte d
s
follow ing page
’s bo dy of
nt
de
stu
e
on
fro m
so me co mmon
ate
str
work to illu
work at
of
characteristics
areas for
ble
ssi
po
d
an
4
Level
served
ob
be
n
ca
growth that
s. Altho ugh
se
on
sp
among several re
score the written
EQAO does not
e
evidence of th
oice questions,
about multiple-ch
ts into his or
igh
ins
ide
ov
it can pr
inking an d
th
l
her mathematica
ocesses.
pr
ing
olv
-s
lem
prob
SAM P LE AN S W ER
S AMPLE AN S W ER
*
O BS ER VAT I ONS
The responses show
analyzed the questions
and used relevant
information (including
numbers, operations
and measurement units)
accurately to determine
a solution.
The first selected
response shows the
student is able to predict
the probability of winning
a game when there are an
equal number of options.
*
The student has
demonstrated an
understanding of metric
units by ordering the
measurements from
longest to shortest.
83
OBS ER VAT I O N
SAM P L E AN S W ER
The selected response
indicates that the
student understands
the geometric and
area relationships and
can solve a multi-step
problem. He or she has
correctly determined how
many triangles can be
found in the pattern
block shapes.
*
84
O BS ER VAT I ONS
SAM P LE AN S W ER
The solution shows that
the student has made
a plan and solved the
problem using a variety
of ways to represent
mathematical thinking.
The graph is complete
and accurate, showing
12, 15 and 18 for triangles
4, 5 and 6. And the
calculation of 24 straws
for eight triangles is
supported with a repeated
addition sentence.
85
OBS ER VAT I O NS
SAM P L E AN S W ER
The student work shows
precise calculations and
presents the mathematical
thinking clearly. The
student has not
concluded that eight
pizzas are necessary,
and has answered seven
pizzas and four slices.
Even though pizza is sold
by the slice, a real-life
context for the problem
would require the class to
buy eight whole pizzas.
OBS ER VAT I O N
SAM P L E AN S W ER
The student has
understood the real-life
context and selected
nine weeks rather than
eight weeks. The list of
weeks and increments of
five beside the question
reveals the student’s
*
86
O BS ER VAT I ON
SAM P LE AN S W ER
The response uses
mathematical vocabulary
and clearly labelled
procedures to
communicate a solution
precisely. The student has
completed the shape to
make it symmetrical and
shown reasoning that
describes a characteristic
of a symmetrical shape.
87
OBS ER VAT I O NS
SAM P L E AN S W ER
The solution shows the
perimeter calculations
with respect to the
diagrams and makes the
appropriate comparison,
suggesting that the
perimeter of Rectangle B,
18 cm, is larger than that
of Rectangle A,16 cm.
88
O BS ER VAT I ON
SAM P LE AN S W ER
The solution shows
that the student knows
when the task is finished
and supports his or her
argument with additional
information about
adding up the other
numbers to get 19 and
calculating that seven
more respondents are
needed to complete the
pictograph. The student
has accurately drawn
3½ squares.
89
Primary Mathematics
Descriptions of Typical Student Mathematics Performances on EQAO’s
LEV EL
LE VE L
4
LE VE L
3
MAT H EMAT I CS
n
n
n
n
n
n
n
LE VE L
2
n
n
n
n
LE VE L
1
90
show and explain their mathematical thinking and solutions
clearly.
use computation skills (e.g., addition, subtraction,
multiplication, division) with reasonable accuracy.
identify and use mathematical information (e.g., graphs,
calendars, clocks, money) and procedures correctly to
solve problems.
solve single-step and some multi-step problems and explain
their solutions in detail.
show mathematical thinking in different ways, such as
sketches, charts, graphs, words and tallies.
make an efficient plan and solve multi-step problems in
different ways.
use numbers, operations and measurement units accurately
and confidently.
use addition and subtraction to solve single-step problems
or parts of multi-step problems.
use information directly stated in questions, charts, diagrams
and graphs to plan a reasonable solution.
apply number concepts to solve problems, sometimes
inaccurately.
construct different types of patterns.
n
use addition to solve simple problems.
n
create and extend simple number patterns.
n
n
understand directly stated information in charts, diagrams
and graphs.
recognize familiar geometric shapes (e.g., square, circle)
and figures (e.g., prisms, pyramids).
Levels of Achievement at a Glance
LEVEL
READING
WRITING
MATHEMATICS
L EV EL
n provide logical reasons to explain
the meaning of what they are
reading.
n make insightful comments about
the people and situations in
reading materials.
n use relevant evidence to clearly
explain personal viewpoints
about the ideas and information
n maintain a consistent, clear main
idea or message throughout
their writing.
n organize their writing skilfully,
with smooth transitions and
connections between sentences
and paragraphs.
n engage the reader through humour,
dialogue, word choice, linking
words and a variety of sentence
types (e.g., simple, compound
and complex sentences,
questions, exclamations).
n use numbers, operations and
measurement units accurately
and confidently.
n make an efficient plan and solve
multi-step problems in different
ways.
n show and explain their
mathematical thinking and
solutions clearly.
n develop an opinion about the
ideas in reading materials.
n recall details from what they
have read and use them to
support conclusions about the
characters and events.
n compare ideas in what they read
to what they already know about
a similar topic or situation.
n clearly express ideas and
opinions.
n support a main idea with details,
facts and relevant personal
experiences.
n use connecting words to link
ideas in paragraphs.
n use a variety of descriptive words
and phrases to make the writing
interesting and clear.
n use computation skills
(e.g., addition, subtraction,
multiplication, division) with
n identify and use mathematical
information (e.g., graphs,
calendars, clocks, money)
and procedures correctly to
solve problems.
n solve single-step and some
multi-step problems and explain
their solutions in detail.
n show mathematical thinking in
different ways, such as sketches,
charts, graphs, words and tallies.
n use clues and ideas that are not
directly stated to understand
the overall meaning of what
they read.
n make reasonable predictions
about what will happen next.
n retell important information
n read and understand words
used regularly in grade-level
reading materials.
n provide a few details to support
an idea.
n use simple connecting words
(e.g., and, but, first, then) to
order ideas.
n make simple sentences using
common words and inconsistent
punctuation.
n use addition and subtraction to
solve single-step problems or
parts of multi-step problems.
n use information directly stated
in questions, charts, diagrams
and graphs to plan a reasonable
solution.
n apply number concepts to solve
problems, sometimes inaccurately.
n construct different types of
patterns.
n understand some information
and ideas directly stated in
reading materials.
n have a simple understanding
of what they read.
n include random details from
the reading materials to support
their answers.
n retell simple ideas and events
based on their personal
experiences.
n use a simple pattern (e.g., I like…,
I can…) to organize writing but
often leave ideas unconnected.
n base spelling on the spoken
sounds of words.
n use addition to solve simple
problems.
n create and extend simple
number patterns.
n understand directly stated
information in charts, diagrams
and graphs.
n recognize familiar geometric
shapes (e.g., square, circle) and
figures (e.g., prisms, pyramids).
4
DESCRIPTION
Student
performance at this
level surpasses the
Corresponds
to an A2 to A1
L EV EL
3
DESCRIPTION
Student
performance at
Corresponds
to a B2 to B1
L EV EL
2
DESCRIPTION
Student
performance at
this level
approaches the
Corresponds
to a C2 to C1
L EV EL
1
DESCRIPTION
Student
performance at
this level is much
below the provincial
standard.
Corresponds
to a D2 to D1
Descriptions of Typical Student Performances on
EQAO’s Primary-Division Assessment at the Four Levels of Achievement
91
2 Carlton Street, Suite 1200, Toronto ON M5B 2M9
Telephone: 1-888-327-7377 Web site: www.eqao.com
© 2012 Queen’s Printer for Ontario

A Parent`s Guide to Understanding Your Child`s Results -

Transcription

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