Released 2011 Assessment: Mathematics · Scoring Guide for Primary Mathematics Open-Response Question 8 Code 20 Annotation: Student demonstrates an identification of some of the important

Assessment of Reading, Writing and Mathematics:

Primary Division

Released 2011 Assessment: Mathematics

Item-Specific Rubric and Sample

Student Responses with Annotations

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Scoring Guide for Primary Mathematics Open-Response Question 7

Code Descriptor

B Blank: nothing written or drawn in response to the question

I

Illegible: cannot be read; completely crossed out/erased; not written in English

Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t know”)

Off topic: no relationship of written work to the question

10

Application of knowledge and skills to count forward by 25’s to determine how far the frog travels shows limited effectiveness due to

misunderstanding of concepts

incorrect selection or misuse of procedures

20

Application of knowledge and skills to count forward by 25’s to determine how far the frog travels shows some effectiveness due to

partial understanding of the concepts

errors and/or omissions in the application of the procedures

30

Application of knowledge and skills to count forward by 25’s to determine how far the frog travels shows considerable effectiveness due to

an understanding of most of the concepts

minor errors and/or omissions in the application of the procedures

40

Application of knowledge and skills to count forward by 25’s to determine how far the frog travels shows a high degree of effectiveness due to

a thorough understanding of the concepts

an accurate application of the procedures (any minor errors and/or omissions do not detract from the demonstration of a thorough understanding)


Code 10

Annotation: Student demonstrates a misuse of procedures; adds 25 and 6 to arrive at an incorrect answer of 31 cm.


Code 20

Annotation: Student demonstrates errors in the application of the procedures; shows counting forward by 25’s four times instead of six times to arrive at an incorrect answer of 100 cm but answer matches work shown.


Code 30

Annotation: Student demonstrates minor errors in the application of the procedures; shows addition of 25 six times but makes an error in their addition to arrive at an incorrect answer of 175 cm (answer includes an extra 25).


Code 40

Annotation: Student demonstrates an accurate application of the procedures; starts at 25 and shows counting by 25 five more times to arrive at the correct answer of 150 cm.


Code Descriptor


I




10

Problem-solving process to explain the relationships between different types of quadrilaterals shows limited effectiveness due to

minimal evidence of a solution process

limited identification of important elements of the problem

too much emphasis on unimportant elements of the problem

no conclusions presented

conclusion presented without supporting evidence

20

Problem-solving process to explain the relationships between different types of quadrilaterals shows some effectiveness due to

an incomplete solution process

identification of some of the important elements of the problem

some understanding of the relationships between important elements of the problem

simple conclusions with little supporting evidence

30

Problem-solving process to explain the relationships between different types of quadrilaterals shows considerable effectiveness due to

a solution process that is nearly complete

identification of most of the important elements of the problem

a considerable understanding of the relationships between important elements of the problem

appropriate conclusions with supporting evidence

40

Problem-solving process to explain the relationships between different types of quadrilaterals shows a high degree of effectiveness due to

a complete solution process

identification of all important elements of the problem

a thorough understanding of the relationships between all of the important elements of the problem

appropriate conclusions with thorough and insightful supporting evidence


Code 10

Annotation: Student demonstrates limited identification of important elements of the problem; sorts shapes by whether or not they have slanted sides, rather than by properties of parallelograms.


Code 20

Annotation: Student demonstrates an identification of some of the important elements of the problem; sorts 3 shapes correctly (A, D, C) and explanation includes some reference to opposite sides parallel (sides ran like a train track), but explanation does not match how shapes were sorted (Shape B has a pair of non parallel sides).


Code 30

Annotation: Student demonstrates a considerable understanding of the relationships between important elements of the problem; sorts shapes correctly and explanation includes the property of parallel sides but does not include the property of 4 sides which excludes Shape C as a parallelogram.


Code 40

Annotation: Student demonstrates a thorough understanding of the relationships between all of the important elements of the problem; sorts shapes correctly and explanation includes the properties of 4 sides and parallel opposite sides (never meets).


Code Descriptor


I




10

Application of knowledge and skills to describe the shortest path on a grid that Colton can take shows limited effectiveness due to



20

Application of knowledge and skills to describe the shortest path on a grid that Colton can take shows some effectiveness due to



30

Application of knowledge and skills to describe the shortest path on a grid that Colton can take shows considerable effectiveness due to



40

Application of knowledge and skills to describe the shortest path on a grid that Colton can take shows a high degree of effectiveness due to




Code 10

Annotation: Student demonstrates a misunderstanding of concepts; draws path using diagonal lines instead of drawing path on grid lines.


Code 20

Annotation: Student demonstrates errors in the application of the procedures; draws shortest path correctly but has errors in direction (mixes up left and right) and number of units required (left 5 instead of 4).


Code 30

Annotation: Student demonstrates minor errors in the application of the procedures; draws shortest path correctly but description has errors in either number of units required or direction (right 5 instead of 4 and left 4 instead of 3).


Code 40

Annotation: Student demonstrates an accurate application of the procedures; draws shortest path correctly and description matches path drawn.


Code Descriptor


I




10

Problem-solving process to add and subtract three-digit numbers shows limited effectiveness due to






20

Problem-solving process to add and subtract three-digit numbers shows some effectiveness due to





30

Problem-solving process to add and subtract three-digit numbers shows considerable effectiveness due to





40

Problem-solving process to add and subtract three-digit numbers shows a high degree of effectiveness due to






Code 10

Annotation: Student demonstrates limited identification of important elements of the problem; adds the 3 numbers from the question to arrive at an incorrect answer of 912.


Code 20

Annotation: Student demonstrates identification of some of the important elements of the problem; correctly totals the number of seeds for Monday and Wednesday but does not determine the difference between this total and the total number of seeds Ratna collects.


Code 30

Annotation: Student demonstrates a considerable understanding of the relationships between important elements of the problem; correctly totals the number of seeds for Monday and Wednesday and attempts to arrive at the total number of seeds Ratna collects by subtracting this total from 534 but makes an error to arrive at an incorrect answer.


Code 40

Annotation: Student demonstrates a complete solution process; correctly totals the number of seeds for Monday and Wednesday and subtracts this total from 534 to arrive at the correct answer.


Code Descriptor


I




10

Problem-solving process to compare 2 gardens by area shows limited effectiveness due to






20

Problem-solving process to compare 2 gardens by area shows some effectiveness due to





30

Problem-solving process to compare 2 gardens by area shows considerable effectiveness due to





40

Problem-solving process to compare 2 gardens by area shows a high degree of effectiveness due to






Code 10

Annotation: Student demonstrates a conclusion presented without supporting evidence; gives a conclusion of 5 cm squared but provides no evidence of how they arrived at incorrect conclusion.


Code 20

Annotation: Student demonstrates some understanding of the relationships between important elements of the problem; determines incorrect totals for both gardens but does provide difference between totals that were given.


Code 30

Annotation: Student demonstrates a considerable understanding of the relationships between important elements of the problem; provides correct area for Garden 2 but makes an error in determining area for Garden 1, however, the difference in area between the two gardens is correct based on their areas.


Code 40

Annotation: Student demonstrates a thorough understanding of the relationships between all of the important elements of the problem; provides correct areas for both Garden 1 and Garden 2 and states the difference in area between the two gardens.


Code Descriptor


I




10

Application of knowledge and skills to demonstrate an understanding of fairness in a game shows limited effectiveness due to



20

Application of knowledge and skills to demonstrate an understanding of fairness in a game shows some effectiveness due to



30

Application of knowledge and skills to demonstrate an understanding of fairness in a game shows considerable effectiveness due to



40

Application of knowledge and skills to demonstrate an understanding of fairness in a game shows a high degree of effectiveness due to




Code 10

Annotation: Student demonstrates a misunderstanding of concepts; incorrectly concludes Spinner 1 and justification is based on the size of the spinners.


Code 20

Annotation: Student demonstrates a partial understanding of the concepts; correctly concludes Spinner 2 and identifies that the letters are in a pattern but does not explain how the pattern relates to the spinner giving Rick and Bella equal chances of winning.


Code 30

Annotation: Student demonstrates an understanding of most of the concepts; correctly concludes Spinner 2 with justification that relates equal chance to the same number of each letter but does not give totals for R’s and B’s.


Code 40

Annotation: Student demonstrates an accurate application of the procedures; correctly concludes Spinner 2 with justification that relates an equal number of each letter (5) to equal chances of winning.


Code Descriptor


I




10

Application of knowledge and skills to use a pattern to solve for the number of weeks it takes for Yari to get 83 marbles shows limited effectiveness due to



20

Application of knowledge and skills to use a pattern to solve for the number of weeks it takes for Yari to get 83 marbles shows some effectiveness due to



30

Application of knowledge and skills to use a pattern to solve for the number of weeks it takes for Yari to get 83 marbles shows considerable effectiveness due to



40

Application of knowledge and skills to use a pattern to solve for the number of weeks it takes for Yari to get 83 marbles shows a high degree of effectiveness due to




Code 10

Annotation: Student demonstrates a misunderstanding of concepts; adds 83 and 27, instead of beginning with 27 and repeatedly adding 8 until a total of 83 is reached.


Code 20

Annotation: Student demonstrates errors in the application of the procedures; correctly starts at 27 but adds 8 eight times and the equation shown does not add up to 83.


Code 30

Annotation: Student demonstrates a minor error in the application of the procedures; correctly shows all the numbers needed to reach 83 marbles but interprets this incorrectly and states extra week in the answer.


Code 40

Annotation: Student demonstrates an accurate application of the procedures; shows all of the numbers needed to reach 83 marbles and interprets this work to state the correct number of weeks.


Code Descriptor


I




10

Problem-solving process to read and describe data presented in graphs shows limited effectiveness due to






20

Problem-solving process to read and describe data presented in graphs shows some effectiveness due to





30

Problem-solving process to read and describe data presented in graphs shows considerable effectiveness due to





40

Problem-solving process to read and describe data presented in graphs shows a high degree of effectiveness due to






Code 10

Annotation: Student demonstrates too much emphasis on unimportant elements of the problem; extends the scale correctly but incorrect answer is based on extending a pattern (number of lines between Bar B and Bar C) with no evidence of reading the numbers for Groups B or C.


Code 20

Annotation: Student demonstrates some understanding of the relationships between important elements of the problem; extends the scale correctly, reads numbers for Groups B and C from the graph, calculates total, determines incorrect answer for Group A with no evidence of how 22 was determined and draws corresponding bar.


Code 30

Annotation: Student demonstrates a considerable understanding of the relationships between important elements of the problem; extends the scale correctly, reads numbers for Groups B and C from the graph, calculates total, determines incorrect answer of 28 for Group A and draws corresponding bar based on their subtraction error.


Code 40

Annotation: Student demonstrates a complete solution process; extends the scale correctly, reads numbers for Groups B and C from the graph, calculates total, determines correct answer for Group A and draws corresponding bar accurately on the graph.

Documents

Released 2011 Assessment: Mathematics · Scoring Guide for Primary Mathematics Open-Response Question 8 Code 20 Annotation: Student demonstrates an identification of some of the important