EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2011 Queen’s Printer for Ontario
Assessment of Reading, Writing and Mathematics:
Primary Division
Released 2012 Assessment: Mathematics
Item-Specific Rubrics and Sample
Student Responses with Annotations
EQAO, 2 Carlton Street, Suite 1200, Toronto, ON M5B 2M9 • 1-888-327-7377 • Web site: www.eqao.com • © 2012 Queen’s Printer for Ontario
Scoring Guide for Primary Mathematics Open-Response
Section 1 - 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 use relationships between values of coins to determine
the coins Cindy and Sanjeet could have shows limited effectiveness due to
misunderstanding of concepts
incorrect selection or misuse of procedures
20
Application of knowledge and skills to use relationships between values of coins to determine
the coins Cindy and Sanjeet could have 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 use relationships between values of coins to determine
the coins Cindy and Sanjeet could have 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 use relationships between values of coins to determine
the coins Cindy and Sanjeet could have 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)
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 7
Code 10
Annotation:
Student demonstrates a misunderstanding of concepts; number of coins drawn match each title on the
chart but neither total $1.75 nor is total of all coins $1.75.
Scoring Guide for Primary Mathematics Open-Response Section 1 - Question 7
Annotation: Response demonstrates errors in the application of the procedures; number of coins drawn match each title on the chart, neither totals $1.75 but totals shown for Cindy and Sanjeet match coins drawn for each.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 7
Annotation:
Response demonstrates minor errors in the application of the procedures; number of coins drawn match
each title on the chart and total value represented is $1.75 for Cindy but is not $1.75 for Sanjeet.
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 7
Annotation:
Response demonstrates an accurate application of the procedures; number of coins drawn match each
title on the chart and value represented for both Cindy and Sanjeet is $1.75 (Note: not necessary that total
$1.75 be written).
.
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 8
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 identify and describe number patterns involving
addition on a calendar shows limited effectiveness due to
misunderstanding of concepts
incorrect selection or misuse of procedures
20
Application of knowledge and skills to identify and describe number patterns involving
addition on a calendar 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 identify and describe number patterns involving
addition on a calendar 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 identify and describe number patterns involving
addition on a calendar 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
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 8
Annotation:
Response demonstrates a misuse of procedures; shows inconsistent pattern (counting by 2, 3 and 4) that
does not stop after 11 chapters.
Code 10
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 8
Annotation:
Response demonstrates errors in the application of the procedures; shows counting by twos on calendar
with omission of chapter 4 and conclusion (No) does not match work shown.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 8
Annotation:
Response demonstrates a minor error in the application of the procedures; shows counting by twos
10 times (instead of threes) with a correct conclusion and explanation based on work shown.
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 8
Annotation:
Response demonstrates a thorough understanding of the concepts; shows counting by threes 10 times on
the calendar with a correct conclusion and explanation (book would be finished May 1st).
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 9
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
Problem-solving process to determine the tallies for 4 and 6 so that the only mode of the data is
4 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 determine the tallies for 4 and 6 so that the only mode of the data is
4 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 determine the tallies for 4 and 6 so that the only mode of the data is
4 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 determine the tallies for 4 and 6 so that the only mode of the data is
4 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
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 9
Code 10
Annotation:
Response demonstrates a limited identification of important elements of the problem; tally marks in chart
total 24 but no calculation for tallies required for 4 and 6 and no evidence of understanding mode.
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 9
Annotation:
Response demonstrates some understanding of the relationships between important elements of the
problem; shows total of tally marks (24) and 16 more tallies required to represent a total of 40 students
with no evidence of understanding mode but distributes these equally between 4 and 6 making 5 the
mode.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 9
Annotation:
Response demonstrates an identification of most of the important elements of the problem; shows total of
tally marks in chart (24) and the number of tallies needed to make 40; 16 tally marks distributed between
4 and 6 making both 4 and 5 the mode (bimodal).
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 9
Annotation:
Response demonstrates a complete solution process; shows total for tally marks in chart subtracted from
40 (16); 16 tally marks distributed between 4 and 6 with the most tallies in 4 and a clear explanation of
mode (“I had to put more than 10 tallys for 4”).
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 10
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
Problem-solving process to compare angles bigger than, smaller than, and equal to a right angle
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 compare angles bigger than, smaller than, and equal to a right angle
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 compare angles bigger than, smaller than, and equal to a right angle
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 compare angles bigger than, smaller than, and equal to a right angle
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
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 10
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; shows one pattern block that matches the
title of the column (trapezoid) but angle which is bigger than a right angle is not indicated.
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 10
Annotation:
Response demonstrates some understanding of the relationships between important elements of the
problem; shows one pattern block that matches the title of the column (Dimond) with required angle
clearly indicated.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 10
Annotation:
Response demonstrates an identification of most of the important elements of the problem; shows three
pattern blocks, each matching the title of the column with required angles for two of the pattern blocks
(the rhombus and square) clearly indicated (marked angle for trapezoid incorrect).
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 1 - Question 10
Annotation:
Response demonstrates a complete solution process; shows three pattern blocks each matching the title of
the column with required angles clearly indicated.
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 8
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 describe and draw paths on a grid shows limited
effectiveness due to
misunderstanding of concepts
incorrect selection or misuse of procedures
20
Application of knowledge and skills to describe and draw paths on a grid 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 describe and draw paths on a grid 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 describe and draw paths on a grid 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)
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 8
Annotation:
Response demonstrates a misunderstanding of concepts; description of path from D to E omits direction
and number of units, shortest path drawn from E to F (diagonal line also drawn) but description only
states walking east with no other direction and no number of units.
Code 10
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 8
Annotation:
Response demonstrates errors in the application of the procedures; errors in direction and number of
units (2 left instead of 3 right, 3 down instead of 4 down and 1 right instead of 1 left) in description of
path from D to E with shortest path drawn from E to F, but errors in direction and number of units (6 left
instead of 6 right and 4 up instead of 5 up) in description of path from E to F.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 8
Annotation:
Response demonstrates minor errors in the application of the procedures; units correct but incorrect
direction (3 units left instead of 3 units right and 1 unit right instead of 1 unit left) in description of path
from D to E, shortest path drawn from E to F with correct units but incorrect direction (6 left instead of 6
right).
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 8
Annotation:
Response demonstrates an accurate application of the procedures; correct description for path from D to
E with shortest path drawn and matching description from E to F.
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 9
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 display data on a graph shows limited effectiveness due
to
misunderstanding of concepts
incorrect selection or misuse of procedures
20
Application of knowledge and skills to display data on a graph 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 display data on a graph 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 display data on a graph 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)
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 9
Code 10
Annotation:
Response demonstrates a misunderstanding of concepts; the scale is not completed with errors in
representing the data from the pictograph (no bars correct).
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 9
Annotation:
Response demonstrates errors in the application of the procedures; the scale is extended correctly with
correct titles and labels included but the data from the pictograph is represented inaccurately (one tree in
pictograph represents one box in bar graph).
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 9
Annotation:
Response demonstrates a minor error in the application of the procedures; the scale is extended correctly,
with one title and correct labels included and most data from the pictograph is accurately represented
(bars for Plant a Tree and Make Posters correct).
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 9
Code 40
Annotation:
Response demonstrates an accurate application of the procedures; the scale is extended correctly, with
correct titles and labels included and the data from the pictograph is accurately represented.
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 10
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
Problem-solving process to determine the relationships between minutes and hours and days
and weeks 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 determine the relationships between minutes and hours and days
and weeks 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 determine the relationships between minutes and hours and days
and weeks 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 determine the relationships between minutes and hours and days
and weeks 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
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 10
Annotation:
Response demonstrates too much emphasis on unimportant elements of the problem; 30 is added six
times to arrive at an incorrect total of 18 and then 18 is added to 24 to arrive at an incorrect answer of 42
hours.
Code 10
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 10
Annotation:
Response demonstrates an incomplete solution process; evidence of understanding 7 days in 1 week
(lists days) but no evidence of understanding 60 minutes in one hour and no total minutes for 2 weeks
and although conclusion is correct, no justification of why 210 minutes is more than 6 hours.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 10
Annotation:
Response demonstrates a considerable understanding of the relationships between important elements of
the problem; evidence of understanding 14 days in 2 weeks (fourteen 30s) and shows 7 groups of 60 with
correct conclusion but no connection between the 7 groups of 60 and 6 hours.
Code 30
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 10
Annotation:
Response demonstrates a complete solution process; evidence of understanding 14 days in 2 weeks
(fourteen 30s) and 60 minutes in one hour (circles) with correct conclusion and with justification
showing total for number of hours read (7 hours) and comparison to 6 hours.
Code 40
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 11
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
Problem-solving process to determine how many piles of 10 books Kyle can make 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 determine how many piles of 10 books Kyle can make 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 determine how many piles of 10 books Kyle can make 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 determine how many piles of 10 books Kyle can make 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
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 11
Code 10
Annotation:
Response demonstrates minimal evidence of a solution process; shows 9 groupings of 10 with statement,
“Kyle made 9 piles of books and 7 extra” with no evidence to support 9 piles.
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 11
Annotation:
Response demonstrates an incomplete solution process; the number of tens from each bin are shown but
omits the extra books with an incorrect answer of 10 piles.
Code 20
Scoring Guide for Primary Mathematics Open-Response
Section 2 - Question 11
Code 30
Annotation:
Response demonstrates a solution process that is nearly complete; shows the number of tens from each
bin and tallies for the ones (16 tallies) but with an incorrect answer of 10 piles.