Information bulletin. Grade 9 mathematics

36 Pages·1999·4.5 MB·English

by  Alberta. Alberta Education

Information Bulletin
• Grade 9 M athematics •
1999 -2000 School Year
LB
3054
C22
A3
gr.9
M382
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1999/
/dlberia
2000
EDUC
LEARNING
Ex Libris
Universitatis
Albertensis
This document was written primarily for:
Students /
Teachers /
Administrators /
Parents
General Audience
Others / S uperintendents
Distribution: This document is p osted on our web site. Our Internet address is http://ednet.edc.gov.ab.ca.
This bulletin contains general information about the Achievement Testing Program and information specific to the
Grade 9 M athematics Achievement Test. This bulletin replaces all previous bulletins.
Copyright 1999, the Crown in Right of Alberta, as represented by the Minister of Learning, Alberta Learning,
Student Evaluation Branch, 1 1 160 Jasper Avenue, Edmonton, Alberta T5K OL2. All rights reserved.
Alberta educators may reproduce this bulletin for non-profit educational purposes.
September 1999
Achievement Testing Program Purpose
The purpose of the Achievement Testing Program is to
• determine if students are learning what they are expected to learn
• report to Albertans how well students have achieved provincial standards at given
points in their schooling
• assist schools, jurisdictions, and the province in monitoring and improving
student learning
Enhance Student Learning Enable Accountability
Careful examination and Alberta Learning and school
interpretation of the results can help jurisdiction personnel are responsible
identify areas of relative strength and for ensuring that high-quality
weakness in student achievement. education is p rovided to all students
Teachers and administrators can use
in the province.
this information in p lanning and
delivering relevant and effective Information about achievement is
instruction in relation to learning
provided to
outcomes in the Programs of Study. • schools and jurisdictions
• parents
• the public
so that they may know how well
students in their schools are meeting
local targets and provincial
expectations.
Interpreting Results
Achievement tests assess only part of what is to be learned. In addition, many factors
contribute to student achievement. Personnel at the jurisdiction and school levels are
in the best position to appropriately interpret, use, and communicate jurisdiction and
school results in the local context.
General Information Administering the Tests
The Achievement Testing Program provides Information about the nature of the
teachers, parents, students, school provincial assessments as well as their
administrators, Alberta Learning, and the administration to students requiring special
public with information about what students provisions can be found in the General
know and can do in relation to provincial Information Bulletin, Achievement Testing
standards. Group results are reported at Program, which is distributed to all school
school, district, and provincial levels to principals and is p osted on the Alberta
improve learning opportunities for students. Learning web site http://ednet.edc.gov.ab.ca.
The assessments are administered in two
Principals should refer to the Principal's
subject areas in Grade 3 — language arts and Manual for specific information regarding
mathematics — and in four subject areas in schedules, security, rules, responsibilities,
grades 6 a nd 9 — language arts, mathematics, policies, and the administration of all
social studies, and science. achievement tests.
The assessments are based on provincial Teachers can refer to the Teacher's Manual
standards, which reflect important learnings for specific information regarding
in the subject areas listed above. Classroom procedures for administering all
teachers from across the province are achievement tests and the local marking of
extensively involved in developing, field the written response for Language Arts
testing, and marking the assessment achievement tests.
instruments. Teachers are also involved in
setting assessment standards.
Students in Francophone and
French Immersion Programs
Reporting the Results
All students in Francophone and French
On August 25, 1999, each jurisdiction and Immersion programs must write English
school connected via extranet received,
Language Arts, French Language Arts, and
electronically, individual school reports and French versions of other achievement tests if
jurisdiction reports regarding their students’ their language of instruction is French.
achievement, as well as guidelines for Alberta Learning will send a c hecklist to
interpreting these results in relation to schools in January requesting an indication of
provincial standards. how many English or French tests are
required. These forms must be returned
To facilitate reflection on school programs,
through jurisdiction offices by mid-February.
we expect that results will be shared with all
school staff (not just teachers of grades 3, 6,
and 9), as well as with parents and the The following achievement tests are secured:
ALL tests from 1998 and 1999
community.
Two copies of an individual profile for each
student will be sent to the school that the
student will attend in September. We expect
that the Parent Copy will be given to parents
and the School Copy will remain with the
student’s record.
Standards: Curriculum, who are expected to achieve the acceptable
(85%) or excellent level (15%). The 85%
Assessment, Achievement
of students expected to meet the
acceptable standard includes those
students who meet the standard of
Definitions
excellence. These standards apply to
The Achievement Testing Program is school, jurisdiction, and provincial
directly concerned with three different but
performance.
related standards. These provincial
standards are curriculum standards,
Local Targets and Planning
assessment standards, and achievement
standards. A t arget is an implicit part of any goal. A
school’s educational goals point the
• Curriculum Standards are the expected
student learnings sequenced into grade directions for people’s efforts, but targets
describe in specific terms what will be
levels. They include broad statements of
accomplished by a c ertain time. This allows
knowledge, skills, and attitude
people to assess whether they are heading
expectations against which student
where they intend to go, and how well they
performance is j udged. These standards
are moving toward their desired outcomes.
are established in the process of
Assessment of progress in relation to a t arget
curriculum development and are found in
may also lead to the recognition that a
the Programs of Study document produced
different target would be more helpful in
for each subject.
guiding a school’s or j urisdiction’s efforts
• Assessment Standards are the criteria toward a p articular goal. By identifying
immediate, reachable outcomes, targets
adopted forjudging actual student
achievement relative to curriculum encourage teachers, students, administrators,
standards. They are ultimately expressed and their community to believe that distant
in and applied to test scores. They are goals are attainable.
derived from answers to questions such as:
Viewed in this way, targets can be a v aluable
what scores must a student obtain or how
many questions on a g iven test must a part of a school board’s education plan. The
mission, mandate, values and beliefs, and
student answer correctly in order for
long-range goals all provide a c ontext for
his/her performance on the test to be
setting specific targets. Similarly, past
judged as acceptable or excellent?
accomplishments are helpful indicators of
what specific targets may be most
• Achievement Standards are judgements
that specify what percentages of students appropriate. This is why achievement test
results, as well as results of various other
are expected to achieve an acceptable and
an excellent level of achievement in lsoectatli n ga.s sessments, are relevant in target
relation to each course of studies; i.e., to
the relevant curriculum standards. They Focus
reflect a c ommunity judgement about what
District targets for student achievement on
is an appropriate expectation for students.
the provincial achievement tests are a
It is important to point out that this
judgement is not a p rediction of the required part of a school board’s education
plan. These district targets provide a
percentage of students who will actually framework for each school in the district to
achieve acceptable or excellent levels, but
use in setting local targets. However, the
rather a specification of the percentage of
setting of specific targets by each school is
students at a g iven grade or year in school
necessary as part of a p lan of action and as a
basis for assessing the effectiveness of local • Expect to set different targets in different
decisions about programs. District targets grades and subjects, depending on past
will be most helpful if they reflect the results and current priorities and resources.
variations identified by the local targets set • Work collaboratively at the district level,
by individual schools. to identify areas of common strength or
weakness across different schools and to
Systematic interpretation of school results
determine targets for the district that can
from provincial achievement tests will
support all schools.
reveal where students need more help in
• Interpret targets for students so that they are
order to continue learning successfully. This
part of the school-wide effort to achieve
can be the beginning point for setting local
school targets. Inform parents, too.
targets for student performance on the tests
• Report to students and parents on student
in the next year or two. The provincial
achievement in relation to targets.
expectation that at least 85% of students will
achieve the acceptable standard on each test Targets in Perspective
indicates the long-term goal, but staff in Provincial tests, though providing a c ommon
each school should identify what percentage standard and important information about
of their students reasonably can be expected
students’ learning, are only one of many
to achieve the provincial standard on a indicators that should be used to evaluate the
particular test in a g iven year. An important effectiveness of schools. School boards and
part of this decision is agreeing on how individual schools may find it helpful to set
resources and people can support the targets related to other measures of student
priorities that have been set locally. achievement and to areas other than student
achievement. Examples of these include
Tips for Setting Local Targets
completion of programs, satisfaction
• Consider past and desired participation reported by students or parents,
rates in achievement tests when setting
collaboration of parents or others from the
targets for student performance on
community, student involvement in the
specific tests.
community, and other types of indicators
• Focus on a l imited number of areas. For
reflecting local educational goals.
example, emphasize one or two subjects in
which weaknesses in student performance Through its targets, each school board or
are across grades. It may be reasonable to school, together with parents and members
of the community, can highlight priorities
set “hold the line” targets in other areas
temporarily. that exist locally for a g iven year and can
• Work collaboratively across grades in a commit to achieving certain results. Insofar
as target setting complements other
school. Students’ performance on an
achievement test reflects their learning strategies for improving student learning,
over the years. Teachers in all grades can targets are likely to contribute to student
contribute important insights and learning and to the overall effectiveness of
assistance in setting targets. schooling in the community.
•Use the school reports on achievement test
results to identify which aspects of a
Purpose of Assessment Standards
subject need attention, and use this
information to plan targets. The provincial standards are the basis upon
• Emphasize what students need in order to which we assess how well students have
succeed, rather than focusing on problems learned English Language Arts and
that keep students from achieving at the Mathematics by the end of Grade 3, and
levels expected provincially. English Language Arts, Mathematics,
Science, and Social Studies by the end of
Grade 6 a nd Grade 9. These standards reflect
the essential learnings that all Alberta
students are expected to achieve. Provincial
standards are useful, therefore, for assessing
grades 3, 6, and 9 s tudents in all types of
school programs — public, private, and home
education. By comparing actual results with
provincial standards, decisions can be made
about whether achievement is, in fact, “good
enough.”
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UNIVERSITY LIBRARY
UNIVERSITY OF ALBERTA
Contents
Grade 9 M athematics Assessment 1
General Description 1
Reporting Categories 1
Description of the Mathematics Assessment Standards 2
Acceptable Standard 2
Standard of Excellence 2
Blueprint.... 3
Preparing Students for the Mathematics Test 4
Suggestions for Answering Multiple-Choice Questions 4
Sample Test 5
Sample Instructions 5
Sample Answer Sheet. 8
Sample Questions 9
Key and Descriptors for Sample Questions 19
Student Evaluation Branch Contacts 20
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