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 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 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, 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 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.
1 N3.1 h, q 1 315 2 N3.1 f 1 87 or 87 cents is acceptable 3 N3.1 p 2 8 or 8 ones 800 or 8 hundreds 80 or 8 tens 4 N3.1 n 2 5 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 4 to 6 groups of 100 From 400 to 600 objects 9 N3.1 p 3 792,729,927,972,297,279 279, 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 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 3 performance, 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 numbers to 1000 Student-friendly descriptions of learning targets. I can read and 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.