Guide for Administgering the Grade 3 and Grade 6 Assessments … · 2020-02-07 · GUIDE FOR...

Guide for Administering the Grade 3and Grade 6 Assessments of Reading,Writing and Mathematics

Spring 2006

Guide for Administering the Grade 3 and Grade 6 Assessments of

Reading, Writing and Mathematics

Spring 2006

GUIDE FOR ADMINISTERING THE GRADE 3 AND GRADE 6 ASSESSMENTS OF READING, WRITING AND MATHEMATICS, SPRING 2006

v

Contents

Section 1: New and Important . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Purpose of the Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

What’s New for 2006 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

The Importance of Barcodes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Assessment Timeline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

The Assessments at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Icons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Preparing Students for the Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Section 2: Accommodations, Special Provisions and Exemptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Organization of This Section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Role of the Principal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Accommodations for Students with Special Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Students with a Temporary Condition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Students New to the School Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Special Provisions for ESL or ELD Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Human Resources: Scribes and Prompters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Exemptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Special Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Submitting Student Responses to Special Versions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Section 3: Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Steps in Detail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Assessment Procedures at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Teacher’s Scripts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Orientation Script . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Assessment Script: Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Assessment Script: Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Appendix A—EQAO Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Appendix B—EQAO Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

The Education Quality and Accountability Office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Development of the Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Appendix C—French Immersion Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Appendix D—Sample Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Appendix E—Classroom Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Appendix F—Ideas for Split-Grade Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45


1

Section 1: New and Important

Purpose of the GuideThis guide has been developed to help principals and teachers administer the Grade 3 and Grade 6Assessments of Reading, Writing and Mathematics. It is important to follow the procedures exactly asstated. This will ensure fairness to students by maintaining province-wide consistency before, duringand after the administration of the assessments.

This guide is also available electronically at www.eqao.com.

What’s New for 2006

The Assessments• The mathematics components of the assessments are based on The Ontario

Curriculum, Grades 1–8: Mathematics (revised 2005).

Student Data Collection• Student-level data for schools in district school boards will be collected electronically

through the Student Data Collection (SDC) process.

• Throughout the guide, where student information is required, schools should updatethe information in the SDC application. The online Student Information Form (SIF) hasreplaced the paper version.

Administration• The administration guide and teacher’s plans have been integrated into one document:

the Guide for Administering the Grade 3 and Grade 6 Assessments of Reading, Writingand Mathematics, Spring 2006.

• All schools will receive one shipment of materials just prior to the administration of theassessment. The shipment will include the students’ assessment materials, thePrincipal Questionaire, the Teacher Questionnaire and copies of this guide. Studentassessment materials must remain unopened until administration.

• Students identified as exempted will not receive any assessment materials.

• Use the Exceptions and Issues envelope to return all booklets and related materials thathave barcode problems or other issues.


2

The Importance of BarcodesWhen preparing for the administration, schools must ensure that the last 12 digits of the barcode onthe Class Tracking Sheet (CTS) match those on the student’s booklets and in the student information.

Note: The first three digits might not match.

Mismatched or Damaged Barcodes• If a student has not started writing the test and finds that the last 12 digits of a barcode on

any item in his or her package do not match those on other items in the package, call theEducation Quality and Accountability Office (EQAO) at 1-888-327-7377 for instructions.

• If the student has already worked in one or more of the booklets and finds mismatched barcodes, cross out the mismatched barcode and clearly record the correct barcode numberbelow it and add the student’s name.

• If the barcode has been damaged on any of the booklets or the Student Answer Sheet, clearlywrite the last 12 digits of the barcode number and the student name on the front of the document.

Exceptions and Issues EnvelopeFor students affected by a barcode problem, return all booklets and Student Answer Sheets (Grade 6only) in the Exceptions and Issues envelope. Place all student test materials in the envelope.Document the issue on the envelope cover.

Assessment Timeline

*AVOID ORDERING AT THE LAST MINUTE, BECAUSE MATERIALS MAY NOT ARRIVE IN TIME.

Order supplemental materials* March through administration

Receive shipment of assessment materials May 2006

Administer the assessments May 23–June 9, 2006

Pack and return assessment materials No later than June 12, 2006

Scoring July 2006

Provincial reporting Fall 2006


3

The Assessments at a Glance

Students should be encouraged to complete all questions on the assessment. Blanks willbe scored zero. The student booklets Language 1 and Language 2 contain sections A, B, Cand D, which are to be administered sequentially. Each of sections 1 and 2 of the mathematics booklets can be completed prior to or following any of the language sections.

One hour for each section is a general guideline. Additional time should be allowed for anystudent unable to complete a section in one hour, as long as it is in one continuous sitting.Activities must be completed in the order presented in each student booklet.

Student Booklet Section

Language 1

• Reading• Writing

Aone hour

Bone hour

Language 2

• Reading• Writing

Cone hour

Done hour

Mathematics

1one hour

2one hour


4

IconsTwo icons will be used:

Preparing Students for the Assessments

Refer to the Educator Resources section of the EQAO Web site, www.eqao.com.

STOPSTOP

The arrow prompts studentsto continue working to theend of the section.

The stop sign signifies the endof the one-hour session.


5

This guide is based on the Ministry ofEducation policy document IndividualEducation Plans: Standards for Development,Program Planning, and Implementation,available at www.edu.gov.on.ca.

Teachers and principals must make everyeffort to enable all students to participate in all aspects of the assessments in order todemonstrate the full extent of their learning.This may involve providing one or moreaccommodations during an assessment.Accommodations must conform to thepolicies of the Ministry of Education andEQAO, to ensure the integrity of theassessments.

Definitions“Modifications” are changes to content andto performance criteria. Modifications are notpermitted, because they would affect thevalidity and reliability of the assessment.

“Accommodations” are supports and servicesthat enable students with special needs to demonstrate their competencies in the skills being measured by the assessment.Accommodations change only the way inwhich the assessment is administered or theway in which the person assessed responds tothe components of the assessment. They donot alter the content of the assessment or affectthe validity or reliability of the assessment.

Clarification of instructions for all students ispermitted prior to the assessment. Clarificationof questions (e.g., rewording or explaining) isnot allowed.

“Exemptions” are decisions made for studentswho are unable to participate in the assessmenteven with accommodations.

Organization of This SectionThe headings “The Student,” “DecisionMaking,” “Required Documentation” and“Notes” are used for each of the followingtopics:

• accommodations for

– students with special needs

– students with a temporary condition

– students new to the school board

• special provisions for English as a secondlanguage (ESL) or English literacydevelopment (ELD) learners

• human resources: scribes and prompters

• exemptions

Role of the Principal The principal is responsible for makingdecisions about student participation in theassessment and ensuring that anyaccommodation, special provision orexemption is documented according to theinstructions in this guide.

Section 2: Accommodations, Special Provisions and Exemptions


6

Accommodations for Students with Special Needs

The Student The student has an IndividualEducation Plan (IEP) that outlinesthe accommodations that arenecessary for and consistent withregular classroom assessmentpractices.

Decision MakingDecide on the accommodations

• based on the student’s IEP,

• prior to the assessment,

• for each student individually and

• in consultation with the studentand parents, and with theappropriate teaching staff.

Permitted AccommodationsPermit only the accommodations listed below that the studentregularly receives when doing assessments.

Setting (adjustments to the environment in which the assessment iswritten)� an individual or quiet setting � prompts for students with severe attention problems who are

off-task for significant periods of time, solely to draw theirattention back to the assessment

Presentation Format (adjustments to the format of the assessment)� sign language or an oral interpreter*� Braille version� large-print version � coloured-paper version� large-print coloured-paper version � audio version for low-vision or visually impaired students (CD)� assistive devices and technology resources (e.g., text-to-speech

software or augmentative or alternative communication systems)

Response Format (adjustments to the format of responses)� verbatim scribing of responses (for reading and mathematics

only)� use of a computer or word processor for responses (with spell

checker)� assistive devices and technology resources (e.g., a speech

synthesizer, a Brailler, speech-to-text software or augmentativeor alternative communication systems)

* An oral interpreter mouths words for deaf or hard-of-hearing students so that they can lip-read. The interpreter does not vary from the approved administration script or theassigned tasks.


7

Required Documentation � student information (in the SDC application)� an accommodated-students letter from the principal to the

parents (see Appendix D)� other applicable correspondence

Keep all documentation on file.

NotesThe IEP of a student with special needs must list the specific accom-modations required to facilitate the student’s demonstration of achieve-ment during regular classroom and provincial assessments. This ensuresthe consistent use of assessment accommodations throughout the schoolyear, not just during EQAO assessments. Additional information onprovincial assessments and IEPs is available in Sections 7.1 and 7.2 ofthe Ministry document Individual Education Plans.


8

Students with a Temporary Condition

The Student The student would not normallyrequire accommodations but has atemporary condition, e.g., a handinjury that prevents him or herfrom writing or using a keyboard.The temporary condition couldalso be unusual circumstances thatmake the student unable tocomplete the assessment.




• in consultation with the studentsand parents, and with theappropriate teaching staff.

Permitted AccommodationsThe principal may grant permission for accommodations according tothe section “Accommodations for Students with Special Needs.”

Required DocumentationThe request for accommodation has been approved by the principal:

� student information • Under “Special Permission,” indicate that the student has the

principal’s permission for accommodations due to atemporary condition or unusual circumstances.

• Indicate that the student does not have an IEP.• Indicate the accommodations provided.

� a letter or record of request for accommodation from theparents to the principal

� other applicable correspondence


In the event that the principal does not approve the request foraccommodation, related documentation should be kept on file.

Notes• Consider an exemption if it is determined that the student will

not be able to participate in the assessment, even withaccommodations.


9

Students New to the School Board

The StudentThe student has transferred intothe school from another schoolboard, province or country shortlybefore the assessment, and thereis no time to develop an IEP. Thereis documentation to show thataccommodations are necessary.





Permitted AccommodationsThe principal may grant permission for accommodations accordingto the section “Accommodations for Students with Special Needs.”

Required DocumentationThe request for accommodation has been approved by the principal:

� student information• Under “Special Permission,” indicate that the student has the

principal’s permission for accommodations due to recentarrival from another school, board, province or country.

• Indicate that the student does not have an IEP.• Indicate the accommodations provided.

� an accomodated-students letter (see Appendix D) or record ofrequest for accommodation from the parents to the principal

� an accommodated-students letter from the principal to theparents

� other applicable correspondenceKeep all documentation on file.

In the event that the principal does not approve the request foraccommodation, related documentation should be kept on file.

Notes• Consider an exemption if it is determined that the student will

not be able to participate in the assessment, even withaccommodations.


10

Special Provisions for ESL or ELD Learners

The StudentStudents in ESL/ELD programs inthe early stages of English-languageacquisition (refer to The OntarioCurriculum, Grades 1–8: English asa Second Language and EnglishLiteracy Development: A ResourceGuide) are eligible for a specialprovision as well as accommo-dations. It is assumed that thesestudents require accommodationsfor classroom assessment tasksthroughout the school year.

An ESL/ELD learner in the earlystages of English-language acquisi-tion is not required to have an IEP.If the student does not have one,he or she is still eligible foraccommodations. As the student isidentified as ESL/ELD, it is notnecessary to record the specialprovisions on the SDC.

Decision MakingDecide on the special provisionsand accommodations




Permitted Special ProvisionsSetting (adjustments to the environment in which the assessment iswritten)

� an individual or quiet setting

Presentation Format (adjustments to the format of the assessment)

� verbatim reading of instructions and/or questions (for writingand mathematics only)

Required Documentation � an accommodated-students letter from the principal to the

parents outlining the special provisions approved (see Appendix D)� other applicable correspondence


Notes• ESL/ELD learners who have special education needs are also

entitled to accommodations in accordance with the section“Accommodations for Students with Special Needs.”


11

Human Resources: Scribes and Prompters

NoteA scribe or a prompter is someonewho supports the accommodationsthe student receives. Scribes andprompters must not be relatives ofthe students they are assisting.

Scribing is not permitted forwriting tasks.

GuidelinesThe person must

� follow the guidelines in this guide, including the requirementto report child abuse;

� work under the supervision of a teacher, unless he or she is ateacher;

� adhere to the security requirements and� not provide students with any assistance that compromises

the validity of the assessment; that is, he or she must notprovide assistance that helps the student understand thequestions or formulate answers.

ScribesThe role of the scribe is to write, type or word-process the student’sdictated answers.

Scribes are allowed to

� write, by hand or using a typewriter or computer, the student’sanswers exactly as they are dictated;

� fill in the circles on the Student Questionnaire and StudentAnswer Sheet (Grade 6 only);

� circle the student’s responses to multiple-choice questions and� read back what has been recorded, at the student’s request.

Scribes are not allowed to

� assist the student in formulating answers to the questions orwriting prompts,

� give any assistance or suggestions related to the content of theassessment or

� give advice related to the order of the questions or the time tobe spent on them.


12

PromptersA prompter is allowed for students with severe attention difficultiesif supervised breaks will not adequately accommodate the student’sneeds.

Prompters are allowed to

� draw the student’s attention back to the assessment through a tap on the arm, shoulder or desk or

� use a verbal signal, for example a word or phrase, to redirectthe student’s attention.

Prompters are not allowed to

� clarify, explain or comment on the questions or writing tasks or� draw the student’s attention to a specific part of the assessment

booklet.


13

Exemptions

The StudentThe student is unable to participatein the assessment even with accom-modations or special provisions.

In rare cases, an exemption may be considered for a student withspecial needs or for an ESL/ELDlearner in the early stages ofEnglish-language acquisition (referto The Ontario Curriculum, Grades1–8: English as a Second Languageand English Literacy Development:A Resource Guide). If the full rangeof permitted accommodations hasbeen considered and it is deter-mined that the student would stillnot be able to provide evidence oflearning under these assessmentconditions, an exemption isappropriate.

Decision Making Decide on an exemption

• prior to the administration of theassessment;

• for each student individually;

• in consultation with the studentand parents, and with theappropriate teaching staff and

• with the consent of the parents.

If the parents want their son ordaughter to write the assessment,the student must be allowed towrite.

A student must be exempted from

• reading, if the student has to beread to by a teacher or otheradult;

• writing, if the student has to bescribed for (i.e., cannot writeindependently) and/or

• mathematics, if terms have to bedefined.

Required Documentation� student information� a letter from the parents requesting exemption, or a record of

parental consent if exemption has been initiated by the school� a copy of the principal’s letter to the parents informing them of

the exemption (see Appendix D)� any other related correspondence


Notes• In every case, the decision must be made on an individual

basis. Schools must document exemptions on the SDC. Theexemptions will be noted on the Individual Student Report(ISR). EQAO will also report this information at the school,board and provincial levels. Students’ names will not bepublished in any public reporting of exemptions.

• Students who are exempted do not participate in theassessment (alternative learning activities will be provided bythe school, possibly in a different environment).

• If the assessment is underway and a teacher observes that astudent is in distress and is unable to continue, the teachershould stop the student and provide him or her with alternativework or an alternative setting. At the earliest opportunity, theprincipal should contact the parents to seek consent for anexemption.

• Students who do not complete the assessment due to atemporary condition or unusual circumstances (e.g., unexpected injury) may be exempted from theassessment.

• If a student is exempted from either reading or writing, theteacher should highlight for the student which portions to omitand which to complete, as the reading and writing componentsare contained in the Language 1 and Language 2 booklets.


14

Special Versions

If sufficient numbers of special versions have not been ordered, call EQAO (1-888-327-7377) andorder supplemental special versions.

Under no circumstances may special versions be photocopied for use by other students.

Special Versions

Contracted Braille plus a set of regular-print booklets for the scribe’s use

Uncontracted Braille plus a set of regular print booklets.

Large-print booklets—white paper

Large-print booklets—blue, green or yellow paper

One single-sided hard copy to be scanned for use with assistive devices and technology resourcessuch as text-to-speech software, plus the required sets of regular-print student booklets

Regular-print booklets—blue, green or yellow paper

Audio CD plus a set of regular-print booklets (for low-vision or visually impaired students)

Audio CD plus a set of large-print booklets (for low-vision or visually impaired students)


15

Submitting Student Responses to Special Versions

After the assessment has been completed, handle the different student response formats accordingto the chart below.

Responseformat

Special instructionsWhat to return to EQAO

and how

Scribedresponses

• Responses scribed by hand should bewritten directly in the correspondingbooklets, student questionnaire or, forGrade 6 multiple-choice, on the StudentAnswer Sheet.

• For word-processed or typewriter scribing, follow the procedures outlined in “Computer responses” below.

• Return the booklets, questionnaires andStudent Answer Sheets with the remainder of the assessment materials.

Computerresponses

• Type the student’s name and full 22-digitbarcode in the header of each page of thedocument.

Printout:

• Print the student’s answers and staple thepages to the inside front cover of thecorresponding assessment booklet.

Brailleresponses

• Clearly print the full 22-digit barcode atthe top of each response page.

• Staple the student’s Braille responses tothe inside front cover of the student’sregular-print booklets.

• Place the regular-print booklet inside thefront cover of the corresponding Braillebooklet.

• Return the materials with the remainder of the assessment materials.

Brailletranscriptions

• Handwritten transcriptions should bemade directly in the correspondingbooklets.

• Complete the Student Questionnaire andStudent Answer Sheet (for Grade 6students).

• For word-processed transcriptions, followthe procedures outlined in “Computerresponses” above.

• Place the student’s regular-print bookletsinside the front cover of the correspondingBraille booklets.

• Return the materials with the remainder of the assessment materials.


16

Review this training material.

Maintain the security of the materials.

Prepare the CTS and student information (in the SDCapplication).

Distribute materials.

Collect materials.

Read the Teacher’s Scripts.

Before the Administration

During the Administration

Prepare the materials for return to EQAO.

Keep copies of the Student Answer Sheets.

After the Administration

Plan for the administration.

Section 3: Overview


17

LEGEND: Principal Teacher

Steps in Detail

For help accessing or updating information on the SDC system, please refer to the Instructions forUsing the Student Data Collection System on the secure portion of EQAO’s Web site.

ResponsibilityChecklist

STEP 1Student informationand CTS

March 2006• Use the SDC application to enter the

data for each student who will receive one ormore accommodations or special permissionsor who will be exempted.

• Review the data for accuracy and make anynecessary changes.

• If there are corrections to be made to thename or Ontario Education Number (OEN),call EQAO for directions.

• Delete students no longer enrolled in the school.

• Transfer students between classes asnecessary.

• Add newly arrived students.• Print the CTS and store it in a secure location.

STEP 2Schedule • Determine the administration schedule

according to the guidelines on page 3. • Scheduling should also take into account the

need for make-up days for students absent forpart of assessment.

STEP 3Assessment materials • The shipment will arrive May 10–12, 2006. It

will contain copies of this guide, the TeacherQuestionnaires, the Principal Questionnaireand all student assessment materials.

• Immediately verify the contents. Call EQAO at 1-888-327-7377 if additional materials arerequired.

• Do not open the individual student packages.Note: You will not receive paper copies of CTSsand SIFs.


18



STEP 4Security • Keep the materials strictly confidential; do not

photocopy them.• Ensure that students, teachers and others who

are not involved in the assessment have nocontact with the materials.

• Notify EQAO immediately (1-888-327-7377) if a security breach is suspected.

STEP 5The guide • Distribute the Guide for Administering the

Grade 3 and Grade 6 Assessments of Reading,Writing and Mathematics to teachers andsupport staff. The guide is also available atwww.eqao.com.

• Read the guide.

STEP 6Training • Arrange individual or group sessions to review

this guide before the administration.• Make sure everyone understands the scripts and

the procedures to follow. This will ensureconsistency in administration across theprovince.

STEP 7Principal andTeacherQuestionnaires

• Complete the Principal Questionnaire.• Complete the Teacher Questionnaire.• There is only one Teacher Questionnaire per

class.• The teacher who is responsible for the class and

teaches language or mathematics shouldcomplete the questionnaire.

• Return the completed questionnaire to theprincipal (use a sealed envelope labelled“Teacher Questionnaire” for confidentiality).


19



STEP 8Classroomenvironment

• Arrange the seating to ensure students workindependently.

• Cover or remove from the walls and displayareas in the room any material directlyinstructional in nature (e.g., definitions ofmathematical terms or rules related to writingconventions).

• Ensure only staff members who normally workwith students (e.g., educational assistants andspecial education teachers) are allowed tohelp in the classroom during the assessmentperiod. Other people (e.g., older students,parents, volunteers, faculty of educationstudents) are not permitted to help during theassessment.

STEP 9Verification of CTSs • Verify that all students are listed on the CTSs.

• From the SDC, print the CTS for each class.

STEP 10Distribution of formsand assessmentmaterials to teachers

• Distribute the CTSs along with the booklets tothe teachers administering the assessment.

• Do not open the individual student packages.• Ensure that dictionaries, thesauruses, rulers,

and protractors (Grade 6 only) are availablefor students.

STEP 11Distribution ofassessment packagesto students

• Use the CTS to distribute the student packages.• Ensure that the last 12 digits of the barcoded

student ID on the CTS and the studentpackage match.

• Each sealed student package contains– Student Booklet: Language 1– Student Booklet: Language 2– Student Booklet: Mathematics– Student Questionnaire– Student Answer Sheet (Grade 6 only)


20


STEP 11Cont’d

Distribution ofassessment packagesto students

• Each Grade 3 French Immersion student willreceive– same as above

or– same as above, with a French Immersion

version of the mathematics booklet instead of the English version or

– a French Immersion version of themathematics booklet only.

Note: Do not attempt to change barcodes. It isvery important that they not be altered, asalteration will affect the accuracy of thestudent’s score.

On rare occasions, barcodes are mismatched. Ifthis occurs, call EQAO at 1-888-327-7377 andsay that you have a barcode problem.

Note: If a student’s package is incomplete, or ifyou require additional materials, call EQAO at1-888-327-7377.

STEP 12Orientation andquestionnaire

Orientation• Follow the Teacher’s Script in this guide. Student Questionnaire• Read the instructions in the Teacher’s Script,

emphasizing the correct way to indicateanswers.

• The questions may be read to the students.• Collect the completed Student Questionnaires

and store them in a secure location.



21

LEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 13Administration • Refer to the “Assessment Procedures at a

Glance,” on page 24.• Read the Teacher’s Script to the students,

excluding the italicized parts.• Never leave your room unattended once

the materials are distributed. In case ofemergency, instruct the students to leave their materials on their desks and to exitimmediately. When they return, instruct them to return to work.

• Remind the students to plan their time so thatthey can complete each component.

• Do not translate or explain terms.• Do not influence the students’ responses.• Do not correct the students’ work during the

assessment.• As the students work through the assessment,

encourage them to attempt all items. Allunanswered items will be scored zero.

• Have materials and activities available forthose who finish early.

• The teacher may check the students’ bookletsto ensure they have completed the assignedsection.

• Grade 3 students will have responded to allthe multiple-choice questions directly in thestudent booklet.

• Grade 6 students will have responded to allthe multiple-choice questions on the StudentAnswer Sheet.

• Collect the booklets and Student AnswerSheets after each session.

• At the end of the assessment, collect each ofthe booklets and the Student Answer Sheetsseparately.


22



STEP 14Return of assessmentmaterials to principal

• Bundle all completed Student Booklet:Language1s together and secure them with an elastic.

• Follow the same procedure for the StudentBooklet: Language 2 and the Student Booklet:Mathematics.

• Include the Student Questionnaire and theStudent Answer Sheets (Grade 6).

• Include the completed Teacher Questionnaires.• Bundle all unused student packages.

STEP 15Materials on file atthe school

• Photocopy the following and keep the copieson file:– the completed Packing/Return List– the Student Answer Sheets

• Keep the following on file:– the CTS and student information for each

class, printed from the SDC (do not returnthese to EQAO)

– the signed consent forms for the exemptedstudents

STEP 16Preparation ofassessment materialsfor return to EQAO

• Review the SDC to ensure it is complete andaccurate.

• Indicate on the Packing/Return List the totalquantity of each item being returned. Thequantities returned must equal the quantitiesreceived by the school.

• Include the original Packing/Return List withthe materials being returned.

• Bundle the original Student Answer Sheets forall classes and put them in the Student AnswerSheet envelope.

• Bundle all completed Student Booklet:Language1s together and secure them with an elastic.

• Follow the same procedure for the StudentBooklet: Language 2 and the Student Booklet:Mathematics.


23

LEGEND: Principal TeacherLEGEND: Principal Teacher


STEP 16Cont’d

Preparation ofassessment materialsfor return to EQAO

• Place all assessment booklets, Student AnswerSheets, Student Questionnaires, TeacherQuestionnaires, the Principal Questionnaireand unused student packages in the totebox(es) provided. Fill any free space with theoriginal packing material.

• Affix the Return Service label(s) to the totebox(es), ensuring that the ID number on thelabel matches the one on the tote box.

STEP 17UPS • Seal the tote box(es) as indicated on the

Return Shipping Instructions (UPS).• Call UPS for pickup on completion of the

assessment and no later than June 12, 2006:1-800-742-5877.

• Record the date of the pickup and theshipment tracking number.

• Keep a copy of the UPS waybill.


24

Assessment Procedures at a Glance

DO DO NOT

Lang

uage

Bo

okl

ets

• Follow the specific policies andprocedures for accommodations andexemptions outlined in Section 2 andrecord the accommodations andexemptions on the SDC.

For writing sections,

• allow the use of a dictionary and athesaurus.

• read the instructions only to the studentswho request it.

For reading sections,

• do not read the reading passages to the students.

• do not read the reading questions to the students.

• do not translate or explain passages orquestions for the students.

• do not influence the answers students are providing.

• do not allow the use of a dictionary or a thesaurus.

For writing sections,• do not scribe the students’ responses.• do not edit the students’ work (e.g., help

with spelling, vocabulary, punctuation).• do not instruct students in the writing

forms (e.g., story, letter).

Mat

hem

atic

s B

oo

klet

• Follow the specific policies andprocedures for accommodations andexemptions outlined in Section 2 andrecord the accommodations andexemptions on the SDC.

• Read through the first question with all the students.

• Read the rest of the questions only to thestudents who request it.

• Allow students to use mathematicsmanipulatives.

• Allow students the use of a calculator.

• Do not define, explain or reviewmathematical terms.

• Do not allow the use of a dictionary or a thesaurus.

• Do not influence the answers students are providing.


25

Teacher ’s Scripts

Guidelines or “classroom tips” for students areprovided in Appendix E: “Tips for AnsweringOpen-Response Questions,” “Tips forAnswering Multiple-Choice Questions,”“Problem-Solving Model” and “Problem-Solving Strategies.” Introduce these tips andpost copies around the classroom so that stu-dents can refer to them throughout the assess-ment. The two icons used in the assessment areprovided on page 4. Explain that the arrowprompts students to continue working to theend of the section and that the stop sign signi-fies the end of the section. Post copies of theicons in the room. Do this before the assess-ment begins.

Orientation ScriptRead the following to your class one day beforethe assessment. This leaves time to answergeneral questions about the assessment and tohave students complete the StudentQuestionnaires.

� The [“Grade 3” or “Grade 6”]Assessment of Reading, Writingand Mathematics will take placeon ___________________.

� This assessment will be completedin six one-hour sessions.

� If you require more time tocomplete the questions, you willbe allowed more time.

� This assessment will be very muchlike the work we do in ourclassroom.

� You will read, you will write andyou will complete mathematicsactivities.

Student Questionnaire

This may be completed during orientation,before the assessment begins.

� Find your copy of the StudentQuestionnaire.

� I will read the instructions to you.

Read the following introduction and directionsto the students:

This questionnaire should take lessthan 10 minutes to complete. Itspurpose is to gather information aboutyour background and attitudes towardreading, writing and mathematics. Theinformation will help us understandstudent achievement results. Yourresponses will remain completelyconfidential.

Read each question carefully. With a pencil, fill in the circle that bestdescribes your response. Make surethe circle is entirely filled in, like this: ●. If no answer seems exactlyright, fill in the circle with theresponse closest to what you want to say. If you wish to change one ofyour answers, completely erase theerror and fill in the appropriate circle.

You may help the students with the questionnaire.

Collect the completed questionnaires.


26

Assessment Script:LanguageMake sure that dictionaries and thesauruses areavailable for students to use when responding to the writing prompts.

Use this script for Student Booklet: Language 1and Student Booklet: Language 2.

Student Booklet: Language __,Section __

� We are now starting Section __ ofStudent Booklet: Language __. It isimportant that you do your bestwork. Since this is an assessment, I cannot help you with the questions.

� Make sure you have the followingmaterials:� a pencil� an eraser

� You will be working on multiple-choice questions and open-response questions in all sixsessions. If you need to, you canreview the tips for answeringmultiple-choice questions andopen-response questions that are posted in the classroom. For Grade 6 only: Remember to useyour pencil and mark your answersto the multiple-choice questions onyour Student Answer Sheet.

� Your work will be scored byteachers who do not know you. Remember to answer all of thequestions with as muchinformation as you can provide inorder to show the kind of work youare able to produce.

� Start now. I will let you know whenone hour is up. If you need moretime after that, you may have moretime.

Student Booklet: Language __Section __

� We are now starting Section __.

� Make sure you have the followingmaterials:� a pencil� an eraser

� Turn to Section __, on page _____.

� If you need to, you can review thetips for answering multiple-choicequestions and open-responsequestions that are posted in theclassroom. For Grade 6 only:Remember to use your pencil andmark your answers to the multiple-choice questions on your StudentAnswer Sheet.




27

Assessment Script:MathematicsBefore beginning the assessment, make sure themanipulatives that are regularly used in the classroom are available to students throughoutthe mathematics component.

Use this script for Sections 1 and 2 of StudentBooklet: Mathematics.

Student Booklet: Mathematics,Section __

� We are now starting Section ___of the mathematics booklet. It isimportant that you do your bestwork. Since this is an assessment, Icannot help you with thequestions.

� Make sure you have the followingmaterials:� a pencil and an eraser� a ruler� a protractor (Grade 6 only)� French Immersion Glossary

(French Immersion students only)

� You will be working on multiple-choice questions and open-response questions in bothsessions. If you need to, you canreview the tips for answeringmultiple-choice questions andopen-response questions that areposted in the classroom. For Grade 6only: Remember to use your penciland mark your answers to themultiple-choice questions on yourStudent Answer Sheet.


� You need to show all of yourthinking, especially in themathematics activities.

� Turn to page ______. Read throughthe first question with all the students.


Read the rest of the questions only to studentswho request it.


28

Consistency and FairnessThe consistency of assessment procedures is important to ensuring fairness for all students.Students must work independently in a quiet environment, supervised by teachers trained for theadministration of the assessment. Teachers are given a script that must be followed to ensure that acommon message is given to all students throughout the province. The conditions of the assessmentadministration include time allotments as well as limited access to the assessment booklets. Studentswork on one booklet at a time. The standardization of the assessment content and of the conditionsunder which the assessment is administered ensure comparable opportunities for students todemonstrate the skills assessed.

Quality AssuranceAs part of EQAO’s quality assurance procedures, schools may be visited during the assessment by anobserver representing EQAO. The observer’s responsibility is to monitor the consistency of admin-istration across the province. The observer will notify the school in advance by phone and will presenta letter of identification to the principal.

Student Participation, Absences and LatenessAll students enrolled in Grade 3 or 6 in publicly funded schools must participate.

If students are absent during the assessment, teachers should have these students complete theassessment when they return, if this is possible while the assessment booklets are in the school.Teachers may use the CTS to keep track of the booklets that students have completed.

If a student moves out of the school during the assessment, return all materials to EQAO.

If a student is late for class, teachers should have the student begin the assessment when he or shearrives. If possible, allow late students the full time suggested for each component of the assessment.

Teacher AbsencesIn the case of an absence, another teacher, supervised by the principal, may administer the test. Theteacher taking over the administration of the test must be provided in advance with a copy of thisguide and must follow the steps and scripts. The teacher must have the opportunity to have theprocedures clarified.

French ImmersionFor Grade 3 French Immersion classes, school boards must choose one of the following threeoptions.

• Option A: Students complete all components of the assessment in English;

• Option B: Students complete the reading and writing components in English and the mathematics component in a French translation or

• Option C: Students complete only the mathematics component, in a French translation. (These students do not complete the reading and writing components and will receive resultsonly for mathematics.)

All Grade 6 students in French Immersion programs will participate in the English-language assessment. An English/French glossary of mathematical terms will be provided.

Appendix A—EQAO Policies


29

EQAO Policy on the Duty to Report Child AbuseUnder provincial law, persons dealing with children, including teachers, teaching assistants andprincipals, have a duty to report suspicions of child abuse to the Children’s Aid Society. According tothe Child and Family Services Act, the duty to report also applies where there are reasonable groundsto suspect patterns of child neglect.

If a teacher, non-teaching staff member, principal or person working as a scribe has reasonablegrounds to suspect child abuse or neglect, he or she is obligated to report the suspicion and theinformation on which it is based directly to the Children’s Aid Society. When reporting to theChildren’s Aid Society, send only the student’s writing linked to the suspicion of abuse or neglect.Notify EQAO at 1-888-327-7377 at the same time, indicating which portion of the assessment is inquestion. Do not send the Children’s Aid Society any part of the preprinted assessment. If theyrequire more information, they will contact EQAO.

EQAO has procedures in place to facilitate scorers’ reporting of suspicions of child abuse.

EQAO Policy on Offensive LanguageStudent work that contains offensive language or obscene or racist graphic depictions will bereported to the student’s principal, so that appropriate action can be taken at the school level.Offensive content may invalidate a student’s response.

Reporting to Students and ParentsIn the fall of 2006, EQAO will provide an ISR to each student. The ISR will indicate overall levels ofachievement in reading, writing and mathematics. Samples of student work will be available on theEQAO Web site (www.eqao.com) to assist in the interpretation of reports. Directors of education foreach district school board and school authority will receive board and school reports. EQAO willreport on student achievement in the province and in school boards in the Provincial Report.

Embedded MaterialsNote: Field-test questions are embedded in the student booklets. Assessment of these questions willnot be included in the students’ scores.


30

Appendix B—EQAO Information

The Education Quality and Accountability OfficeEQAO is an arm’s-length agency established by the Government of Ontario. Its purpose is to promotegreater accountability and better quality in Ontario’s publicly funded school system.

The role of EQAO is to

� design and implement a comprehensive program of student assessment within government-established guidelines,

� develop and implement a system for measuring the quality of education in Ontario,

� manage Ontario’s participation in national and international assessments,

� promote research in best practices in assessment and accountability,

� conduct quality reviews in co-operation with school boards and

� report to the Minister of Education, the public and the education community on system quality issues, and recommend improvements.

Development of the AssessmentEQAO has developed the assessment in collaboration with teams of Ontario teachers, consultantsand principals. These educators have contributed their expertise in language and mathematics, their knowledge of The Ontario Curriculum, Grades 1–8: Language and The Ontario Curriculum,Grades 1–8: Mathematics (revised 2005), their experience with equity issues, their knowledgeconcerning students with special needs and their technical knowledge pertaining to validity andreliability.

EQAO’s commitment to both accountability and improvement has led to the following criteria forthe Grade 3 and Grade 6 Assessments of Reading, Writing and Mathematics. The assessments must

� be of high quality, to ensure that reliable information about student achievement is obtained;

� ask students to work independently to complete challenging tasks across the language and themathematics curricula;

� give a broad view of students’ knowledge and skills in language and in mathematics and

� contribute to student learning.


31

Appendix C—French Immersion Glossary

Glossaire de termes mathématiques anglais-français – 3e année (Veuillez noter que ceci n’est pas une liste exhaustive. Le contenu du glossaire se limite au vocabu-laire utilisé dans le test.)

Aaddition..................................................une additionarea........................................................une aire, l’airearrow (on a spinner) ...............................une aiguille

Bbar graph .............................un diagramme à bandesbase ...................................................................la basebefore......................................................précédent(e)

Ccentre..............................................................le centrechange.......................................................la monnaiechart............................................................un tableaucheck.................................................................vérifier(a) circle ........................................................un cercle(to) circle.......................................................encerclercircular ..........................................................circulaireclassify............................................................classifiercoin .........................................une pièce de monnaiecolumn....................................................une colonnecongruent...............................................congruent(e)count ..............................................................comptercounters.......................................................des jetons

Ddata ..........................................................des donnéesdiagonal ...............................................une diagonalediagram ...............................................un diagrammedigit ..............................................................un chiffredivision ...................................................une division

Eedge...............................................................une arêteequally ........................................................égalementend point ..............................................une extrémitéequilateral triangle .................un triangle équilatéral(an) estimate ......................................une estimation(to) estimate....................................................estimereven number .....................................un nombre pair

Fface .........................................................................facefair.........................................................................justefewer .............................................................moins deflip ..........................................................une réflexion

Ggeometric shape ...................une figure géométriquegrams ............................................................grammesgraph....................................................un diagrammegreater than (>) ............................plus grand que (>)grid................................................................une grillegrowing pattern ..........................une suite croissante

Hheight ..........................................................la hauteurheptagon ....................................................heptagonehexagon........................................................hexagonehundreds................................................des centaineshundreds chart.....................un tableau de centaines

Iidentical .......................................................identique

L(to) label .......................................................étiqueterlength ........................................................la longueurless than (<)....................................plus petit que (<)line of symmetry ..........................un axe de symétrie


32

Mmake change.................................rendre la monnaiemass............................................................... la massemeasurement ................les mesures, les dimensionsmovements ...........................................déplacementsmultiplication..............................une multiplication

Nnet...................................développement d’un solidenumber .................................................... un nombrenumber line............................une droite numériquenumber sentence .............un énoncé mathématique

Ooctagon.........................................................octogoneodd number .................................un nombre impairones .............................................................des unités

Pparallel ...........................................................parallèleparallelogram .................................parallélogrammepattern..................................une suite, une régularité

growing pattern .....................une suite croissantepattern blocks ...............................des blocs logiquespatterning.............................................faire une suitepentagon ....................................................pentagoneperimeter..................................................le périmètrepredict ..............................................................prédireprobability ............................................la probabilité

Qquadrilaterals.........................................quadrilatères

Rrectangular prism ................un prisme rectangulairereflection...............................................une réflectionrepeat .................................................................répèteresult...........................................................un résultatrhombus..........................................................losangeright angle..................................................angle droitrotation ...................................................une rotationrough ..............................................................rugueuxrounded number ........................un nombre arrondirow .............................................................une rangée

Sshape ................ une forme, une figure géométriqueside...................................................................un côtéslide.....................................................une translationsort ............................................classer, classifier, trierspinner.....................................................une roulettesquare .............................................................un carrésquare-based pyramid .........................une pyramide

à base carréesquare units ....................................des unités carréessubtraction...................................... une soustractionsurvey........................................................un sondage

Ttally chart.....................................tableau des effectifstens...........................................................des dizainesthickness.....................................................l’épaisseurto travel, to move...........................................déplacertranslation ..........................................une translationtriangular-based pyramid.................une pyramide à

base triangulairetriangular prism .....................un prisme triangulaire(a) turn .....................................un tour, une rotation

Uunit of measurement ................une unité de mesure

VVenn diagram.......................un diagramme de Vennvertices ..........................................................sommets

Wto weigh...............................................................peserwhole number ...............................un nombre entierwidth.............................................................la largeur


33

Glossaire de termes mathématiques français-anglais – 3e année (Veuillez noter que ceci n’est pas une liste exhaustive. Le contenu du glossaire se limite au vocabu-laire utilisé dans le test.)

Aune addition..................................................additionune aiguille ...............................arrow (on a spinner)une aire, l’aire........................................................areaangle droit..................................................right angleune arête...............................................................edgeun axe de symétrie ..........................line of symmetry

Bla base ...................................................................basedes blocs logiques ...............................pattern blocks

Cun carré .............................................................squaredes centaines................................................hundredsle centre..............................................................centreun cercle ...........................................................a circleun chiffre ..............................................................digitcirculaire ..........................................................circularclasser.....................................................................sortclassifier............................................................classifyune colonne....................................................columncompter ..............................................................countcongruent(e)...............................................congruentun côté...................................................................side

Ddéplacer...........................................to travel, to movedéplacements ...........................................movementsdéveloppement d’un solide...................................netune diagonale ...............................................diagonalun diagramme....................................diagram, graphun diagramme à bandes .............................bar graphun diagramme de Venn.......................Venn diagramles dimensions......................................measurementdes dizaines...........................................................tensdes données ..........................................................dataune division ...................................................divisionune droite numérique............................number line

Eégalement ........................................................equallyencercler..........................................................to circleun énoncé mathématique .............number sentencel’épaisseur.....................................................thicknessune estimation .........................................an estimateestimer .......................................................to estimateétiqueter...........................................................to labelune extrémité ..............................................end point

Fface .........................................................................facefaire une suite.............................................patterningune figure géométrique ...................geometric shapeune forme...........................................................shape

Ggrammes ............................................................gramsune grille................................................................grid

Hla hauteur ..........................................................heightheptagone ....................................................heptagonhexagone........................................................hexagon

Iidentique .......................................................identical

Jdes jetons.......................................................countersjuste.........................................................................fair

Lla largeur.............................................................widthla longueur ........................................................lengthlosange..........................................................rhombus


34

Mla masse ...............................................................massles mesures............................................measurementmoins de .............................................................fewerla monnaie.......................................................changeune multiplication..............................multiplication

Nun nombre .....................................................numberun nombre arrondi ........................rounded numberun nombre entier ...............................whole numberun nombre impair .................................odd numberun nombre pair .....................................even number

Ooctogone.........................................................octagon

Pparallélogramme .................................parallelogrampentagone ....................................................pentagonle périmètre..................................................perimeterpeser...............................................................to weighune pièce de monnaie .........................................coinplus grand que (>) ............................greater than (>)plus petit que (<)....................................less than (<)précédent(e)......................................................beforeprédire ..............................................................predictun prisme rectangulaire ................rectangular prismun prisme triangulaire .....................triangular prismla probabilité ............................................probabilityune pyramide

à base carrée ...................... square-based pyramidune pyramide à base

triangulaire ....................triangular-based pyramid

Qquadrilatère ............................................quadrilateral

Rune rangée .............................................................rowune réflexion ........................................flip, reflectionune régularité...................................................patternrendre la monnaie.................................make changerépète .................................................................repeatun résultat...........................................................resultune rotation ...................................................rotationune roulette.....................................................spinnerrugueux ..............................................................rough

Ssommets ..........................................................verticesun sondage........................................................surveyune soustraction.......................................subtractionune suite...........................................................patternune suite croissante ..........................growing pattern

Tun tableau............................................................chartun tableau de centaines.....................hundreds charttableau des effectifs.....................................tally chartun tour.............................................a turn, a rotationune translation ................................slide, translationun triangle équilatéral .................equilateral triangletrier.........................................................................sort

Uune unité de mesure ................unit of measurementdes unités .............................................................onesdes unités carrées ....................................square units

Vvérifier.................................................................check


35

Glossaire de termes mathématiques anglais-français – 6e année(Veuillez noter que ceci n’est pas une liste exhaustive. Le contenu du glossaire se limite au vocabu-laire utilisé dans le test.)

Aacute angle ................................................un angle aiguangle ..................................................................un anglearea ...........................................................................l’aire

Bbefore..........................................................précédent(e)

Ccalculation ......................................................un calculchart..............................................................un tableau coordinates ........................................des coordonnées

Ddata management ......................la gestion de donnéesdifference.....................................................la différence

Eequilateral triangle.....................un triangle équilatéralestimate....................................une estimation, estimer

Fface .............................................................................facefair.............................................................................juste flip..............................................................une réflexionfraction ........................................................une fractionfrequency.....................................................la fréquence

Ggeometric shapes and solids ...les formes géométriques

et les solidesgrams ................................................................grammesgrid ...................................................................une grillegrid paper........................................un papier quadrillé

Hheptagon .......................................................heptagonehexagon............................................................hexagone

Iidentical ...........................................................identiqueisosceles triangle...............................un triangle isocèle

L(to) label ...........................................................étiqueterlength............................................................la longueurline of symmetry .............................un axe de symétrie

Mmean.............................................................la moyenne measurement ....................les mesures, les dimensions median ..........................................................la médianemovements ...............................................déplacementsmode ..................................................................le mode

Nnumber .........................................................un nombrenumber sentence.................un énoncé mathématique

Ooctagon.............................................................octogone

Pparallel ..............................................................parallèleparallelogram................................un parallélogrammepattern .....................................une suite, une régularitépattern rule ............................une règle de la régularitépentagon ........................................................pentagoneperimeter .....................................................le périmètreplot on a graph ......................disposer les données sur

un diagrammepredict ..................................................................prédireprobability ................................................la probabilitéprotractor .................................................un rapporteur

Qquadrilateral ..........................................un quadrilatère

Rratio..................................................................le rapport rectangle ......................................................un rectanglereflection...........................................................réflexionresult...............................................................un résultatrhombus..............................................................losangerotation.......................................................une rotationround ...................................................................arrondirounded number............................un nombre arrondirow.................................................................une rangée


36

Sscalene triangle.................................un triangle scalèneshade .....................................................................colorieside........................................................................un côtéslide .........................................................une translationsort.................................................................classer, trier spinner .........................................................une roulettesquare ..................................................................un carrésquare units.........................................des unités carrées straight-edged.............................................à côtés droitssurface............................................................une surfacesymmetry........................................................la symétrie

Ttally ....................................................................compilertally chart.........................................tableau des effectifstransformation ................................une transformationtranslation...............................................une translationto travel, to move...............................................déplacertriangle (right-angled,

equilateral, etc.) ...............un triangle (à angle droit, équilatéral, etc.)

a turn....................................................................un tour

Uunfair .....................................................................injusteunit....................................................................une unité

Vvertex ...............................................................le sommetvertices ...............................................................sommets

Wwidth .................................................................la largeur


37

Glossaire de termes mathématiques français-anglais – 6e année (Veuillez noter que ceci n’est pas une liste exhaustive. Le contenu du glossaire se limite au vocabu-laire utilisé dans le test.)

Aune aire, l’aire ............................................................areaun angle ...................................................................angleun angle aigu.................................................acute anglearrondi....................................................................roundun axe de symmétrie...........................line of symmetry

Cun calcul.........................................................calculationun carré ..................................................................squareun côté........................................................................sideclasser..........................................................................sortcolorie .....................................................................shadecompiler ....................................................................tallydes coordonnées ..........................................coordinatesun côté........................................................................sideà côtés droits.............................................straight-edged

Ddéplacer...............................................to travel, to movedéplacements................................................movementsla différence .....................................................differenceles dimensions ..........................................measurementdisposer les données

sur un diagramme.............................plot on a graph

Eune estimation..............................................an estimateun énoncé mathématique..................number sentenceestimer............................................................to estimateétiqueter ...............................................................to label

Fface..............................................................................faceles formes géométriques et

les solides .....................geometric shapes and solidsune fraction .........................................................fractionla fréquence......................................................frequency

Gla gestion de données.........................data managementgrammes .................................................................gramsune grille ....................................................................grid

Hheptagone .........................................................heptagon hexagone ............................................................hexagon

Iidentique ............................................................identicalinjuste .....................................................................unfair

Jjuste..............................................................................fair

Lla largeur .................................................................widthla longueur.............................................................lengthlosange...............................................................rhombus

Mla médiane ...........................................................medianles mesures ................................................measurementla moyenne .............................................................meanle mode ...................................................................mode

Nun nombre ..........................................................numberun nombre arrondi.............................rounded number

Ooctogone..............................................................octagon

Pun papier quadrillé.........................................grid paperparallèle................................................................parallelun parallélogramme.................................parallelogrampentagone .........................................................pentagonle périmètre ......................................................perimeterprédire ...................................................................predictla probabilité .................................................probabilityprécédent(e)...........................................................before


38

Qun quadrilatère ...........................................quadrilateral

Rune rangée..................................................................rowle rapport ..................................................................ratioun rapporteur ..................................................protractorun rectangle.......................................................rectangleune réflexion.............................................flip, reflectionune règle de la régularité .............................pattern ruleune régularité .......................................................patternun résultat ...............................................................resultune rotation...............................................................turnune roulette .........................................................spinner

Ssommets ...............................................................verticesle sommet ...............................................................vertexune suite ...............................................................patternune surface............................................................surfacela symétrie........................................................symmetry

Ttableau des effectifs.........................................tally chartun tableau ................................................................chartun tour ....................................................a turn, rotationune transformation ................................transformationune translation.....................................slide, translationun triangle à angle droit ...............right-angled triangleun triangle équilatéral .....................equilateral triangleun triangle isocèle ...............................isosceles triangleun triangle scalène.................................scalene triangletrier..............................................................................sort

Uune unité....................................................................unitdes unités carrées.........................................square units


39

Appendix D—Sample Letters

Dear Parent or Guardian:

During the week of _____________, your child will be participating in the Education Quality and

Accountability Office’s (EQAO’s) Grade ___ Assessment of Reading, Writing and Mathematics,

Spring 2006. (Enter appropriate grade.)

Students will do a variety of assessment activities in six one-hour sessions designed to allow them to

demonstrate their skills and knowledge relating to reading, writing and mathematics as described in

The Ontario Curriculum. These province-wide tests are developed by Ontario teachers and

assessment experts and resemble the work children do in class every day.

EQAO has developed a Parent Bulletin to give you more information about the assessments and an

understanding of what to expect. The bulletin is available in over 20 languages on the EQAO Web

site (www.eqao.com) under “Parent Resources.”

If you have any questions, please call me or your child’s teacher. You can also call EQAO at 1-888-

327-7377 with questions or to obtain a copy of the Parent Bulletin.

Yours sincerely,

(signature)

(typed name)

Principal



Accountability Office’s (EQAO’s) Grade ___ Assessment of Reading, Writing and Mathematics, Spring

2006. (Enter appropriate grade.)

We recommend that your child receive an exemption from the assessment. This would mean that your

child ___________________________________ (List the type of exemption and the alternative activities

that will be offered, if required.)

We are recommending this exemption for the following reason(s): (Give the reasons(s). Refer to the

policies on accommodations and exemption in the Administration Guide: Grade 3 and Grade 6

Assessments of Reading, Writing and Mathematics, Spring 2006.)

If you agree with this recommendation for an exemption, please sign the consent form below and return it

to the school by (date). Please contact (name) if you have any questions about this exemption.

Name of Student: _____________________________________________

(PRINT NAME)

I (we) __________________________________________ consent to an exemption from the

(PRINT NAME(S))

Grade ___ Assessment of Reading, Writing and Mathematics, Spring 2006. (Enter appropriate grade.)

Parent and/or Guardian ____________________________________ __________________

Signature Date

Initial Letter

Recommending an Exemption

Note: Editable Microsoft Word versions of these lettersare on the EQAO Web site.



Accountability Office’s (EQAO’s) Grade ___ Assessment of Reading, Writing and Mathematics,

Spring 2006. (Enter appropriate grade.)

Students will do a variety of assessment activities in six one-hour sessions designed to allow them to

demonstrate their skills and knowledge relating to reading, writing and mathematics as described in

The Ontario Curriculum. These province-wide tests are developed by Ontario teachers and

assessment experts and resemble the work children do in class every day.

EQAO has developed a Parent Bulletin to give you more information about the assessments and an

understanding of what to expect. The bulletin is available in over 20 languages on the EQAO Web

site (www.eqao.com) under “Parent Resources.”

EQAO permits students with special needs to receive specific accommodations to enable them to

participate with their peers in all aspects of the Grade 3 and Grade 6 Assessments of Reading,

Writing and Mathematics. These accommodations are similar to those recorded on students’

Individual Education Plans and provided during the school year.

In order to ensure that your child is able to demonstrate the full extent of his or her learning during

the assessment, he or she will be provided with the following accommodation(s):

____________________________________

____________________________________

____________________________________

Any accommodation provided to your child will be noted on your child’s Individual Student Report.

Please contact (name) if you have any questions about the accommodations.

Yours sincerely,

(signature)

(typed name)

Principal

Accommodated Students


40

Appendix E

Classroom Tips

ClipBoard.eps


41

Tips for Answering Open-Response Questions

✔ Reread the question if you need to.

✔ Reread parts of the reading passage ifyou need to.

✔ Write as clearly as you can.

✔ Include as much information as you can

� when you are asked to explain yourthinking.

� when you are asked how you havesolved a problem.

✔ Move on if you don’t know the answer.You can come back to the question later.


42

Tips for Answering Multiple-Choice Questions

✔ You must use a pencil.

✔ Try to answer every question, even ifyou’re not sure of the answer.

✔ Choose the best answer for eachquestion.

✔ Use any extra time to check your answerchoices.

✔ Fill in only one bubble for each question.


43

Problem-Solving Model

✔ Understand the problem.

✔ Make a plan.

✔ Carry out the plan.

✔ Look back.

✔ Communicate.


44

Problem-Solving Strategies

✔ Guess and check.

✔ Look for a pattern.

✔ Draw a picture.

✔ Choose an operation.

✔ Make a table or a graph.

✔ Brainstorm.


45

Ideas for Split-GradeClassrooms—Grade 3You will need the following classroom materi-als for these activities:

• magazines and newspapers• writing paper or journals• blank paper for drawing• pencils, crayons, scissors, markers, glue,

rulers• reading materials or the classroom

library• geoboards• pattern blocks• scissors• dot paper• elastics

Reading• Choose a book from the classroom collec-

tion that has something to do with the envi-ronment (e.g., recycling, reusing, reducing)or wildlife. Read the story and write a jour-nal entry about what the book tells youabout saving the environment or wildlife.

• Choose a picture book or a chapter bookfrom the classroom collection. Read thestory and think about what happens at thebeginning, in the middle and at the end ofthe story. Draw three pictures that retell thestory and show the beginning, the middleand the end.

• Choose a book from the classroomcollection that has a character in it aroundthe same age as you. Read it and write ajournal entry about what you really like ordislike about being your age.

• Choose a book or a story from the classroomcollection. Read it and think about thestory’s ending. Pretend you are the author.Change the ending and write your ownversion of how you would like the story toend.

• Choose a folk tale from the classroomlibrary. Read the folk tale and draw threepictures that retell the story. Show thebeginning, the middle and the end.

• Read a book or magazine article aboutanimals and their changes over the seasons(e.g., hibernation). Draw three pictures insequence to show the changes that you havelearned about.

Writing• Write about a time you did something

special for someone. Make a drawing or acartoon to go with your story.

• Write down the titles of five folk tales.Rewrite the titles as newspaper headlines.Choose one and write the news story.

• Imagine the principal of your school wasaway one day. You were asked to step in andrun the school. Write a letter to the principaldescribing what you did during your day asthe principal. Discuss any changes youmade in the school and explain why youmade them.

Mathematics• Use elastics to make a picture on a

geoboard, using as many different shapes asyou can. Try to use all the space on yourboard. Trade geoboards with a friend.

• On dot paper, draw your geoboard picture.Add colour and detail.

• List 15 objects from nature (e.g., tree, river,puddle). Beside each object, print “cm”(centimetre), “m” (metre) or “km” (kilome-tre) to describe how you would measure theobject.

• List 15 objects from nature (e.g., bird,snowflake, seed, flower). List them again,this time from smallest to largest in lengthor height.

Appendix F—Ideas for Split-Grade Classrooms


46

• Take a piece of paper. Fold the paper intoeight boxes and in one box design a patternfor wallpaper. The pattern in your wallpapermust have three repeating colours and tworepeating shapes. Repeat the pattern in alleight boxes.

• Using pattern blocks, design a creature.Follow these rules:Your creature must– have at least three congruent shapes,– have a line of symmetry and– be made of at least four different kinds of

pattern blocks.

• Trace your creature on a blank piece ofpaper.

• Draw the line of symmetry.

• Label the congruent shapes with a C.

• “Estimation” means thinking and guessing.Create a picture with a certain number ofsimilar objects in it (e.g., cookies in a cookiejar). Add colour and details to your objects.Print the exact number of objects that are inyour picture in pencil on the back of yoursheet. Pass your picture around and askyour friends to estimate the number ofobjects by looking at your picture, briefly,without counting.

• Estimate the length of the following objectsin centimetres. Print your estimates in yourmath notebook.

1. your thumb 4. your math book2. your foot 5. a chapter book3. your eraser 6. a picture book

Once you have finished recording the esti-mates, measure and record the exact measure-ments beside your estimates.

Ideas for Split-GradeClassrooms—Grade 6You will need the following classroom materi-als for these activities:

• newspapers, comic books, magazines,grocery-store flyers

• writing paper or journals• blank paper for drawing• pencils, pens and/or markers• reading materials—picture books, poet-

ry collections, information books• scissors• glue• rulers• erasers• Miras (optional)

Reading• Read the travel section of a newspaper.

Choose a place that you would like to visit.Read about this place and make a list ofthings you would do there. Organize yourlist under some headings, such as“sightseeing,” “foods to try,” “outdooractivities” and “cultural events.”

• Choose a picture book or short novel fromyour classroom collection. Read the storyand pick two interesting characters. Create achart to compare their characteristics underthe headings “same” and “different.”

• Remember to include – physical descriptions—what the characters

look like– what they say to others– what they do—their actions

• Choose a book from your classroomcollection or school library about outdooractivities (e.g., camping, cycling, hiking,baseball, soccer). Choose a topic you areinterested in and, after reading about it inthe book, write a summary of key pointsthat you think would be interesting to sharewith your classmates. Share your ideas witha partner.


47

• Choose a poetry collection from yourclassroom or school library. Read a variety ofpoems on a particular topic (e.g., nature andanimals or games and sports). Select a poemyou enjoyed reading. In your journal, write abrief response about your feelings andpersonal reaction to the poem. Think aboutthe poet’s perspective and your own.

Writing• Carefully cut an interesting photo out of a

newspaper. Read the headline or captionthat accompanies this photo, but do notinclude it when you cut out the photo. Cutout the headline or caption and set it aside.Glue the photo onto a piece of white paper.Trade photo pages with a classmate.Examine your partner’s photo and thinkabout what it represents. Write threeheadlines or captions that, in your view,could go with the photo.

Trade photos and share headlines. Compareyour headlines with the headlines from thenewspaper. Reflect on the differences andsimilarities.

• Imagine that you have been asked by theschool principal to review and evaluate howthe school is running on a daily basis. Theprincipal wants you to pick three rules orroutines that you think are working well forthe school and students, and three rules orroutines that, from your perspective, need tobe changed. Describe your ideas and whyyou think your changes would work well.

Mathematics• List 20 things in your day-to-day life that are

measured (e.g., groceries, travel, schedules).Beside each of the 20 items, write theappropriate unit of measurement.

• You have been sent to the grocery store tobuy groceries. You have been given $65.00.List the foods that you will buy. Refer to anewspaper advertisement or grocery-store

flyer to determine the cost of each item. Youmust include the four food groups: breadsand cereals; meat and alternatives;vegetables and fruit; and dairy products.Print the approximate cost beside each item,and be sure your grocery total comes asclose as possible to $65.00.

• Select any newspaper (ideally one with morethan one section). Use this to identifyfractions following any of the procedureslisted below.– Estimate what fraction of a page is

occupied by pictures.– Estimate what fraction of a page is

occupied by text (words).– Estimate what fraction of a page is

occupied by advertisements.– Estimate what fraction of the entire paper

is made up of particular sections (e.g.,sports, business).

• Design a survey with four or five choicesthat explores your classmates’ favouritekinds of music. Quietly survey your peersand record your data. Create a graph toshow your results.

• Refer to the summary of scores from thesports section in your newspaper. Select thescores from five games in any one sport.What are the mean and the mode of thescores of those games? If possible, refer toresults from another day or night and makethe same calculations. How are they similar?How are they different?

• You have been hired by a company to createa new wallpaper design. Begin by folding asquare piece of paper into eight equalsections. Create a design for your wallpapersample that is repeated in all eight sectionsto form a pattern. Consider colour, shapeand position in creating your design. Shareand discuss your design with a classmate.


48

• Locate a picture of a person’s face in amagazine. Cut out the picture. Fold thepicture in half vertically and then cut alongthe crease. Glue half the picture onto a pieceof blank paper. Now draw in the other halfof the face as accurately as possible. (Youmay wish to use a Mira as an aid.)

• Draw an irregular geometric shape.Compare your shape with a classmate’sshape. How are your shapes alike? How arethey different? Discuss the side and angleproperties of your shapes. Are there anylines of symmetry? Draw a reflection of yourshape.

© 2006 Queen’s Printer for Ontario

Education Quality and Accountability Office2 Carlton Street, Suite 1200Toronto ON M5B 2M9

Telephone: 1-888-327-7377Web site: www.eqao.com

Printed on recycled paper.

Guide for Administgering the Grade 3 and Grade 6 Assessments … · 2020-02-07 · GUIDE FOR...

Documents

Transcript of Guide for Administgering the Grade 3 and Grade 6 Assessments … · 2020-02-07 · GUIDE FOR...