Performance Standards Assignment

By Kaelan Colbourne and Michael Wickstrom

Grade 4
Aspect Level of meeting Justification

Concepts and Meets Expectations They applied the most relevant mathematical
Applications concepts and procedure and identify some others:
“When you do odd numbers you count by twos but
you count from starting at 1, 3, 5, 7, 9. So those are
all odd numbers so I just had to think of those
numbers and put a number in the front.”

They identify identified simple patterns or

relationships, but needed some prompting at times
to see them:
“I would just tell them if they were-if they get stuck
just think of the very last number and you’ll figure
out the answer.”

Strategies and Fully Meets If asked to verify the student is able to do so, even
Approaches Expectations if their explanations are inefficient or lacking:
“T: Ok. Do you think that you found all of the
possible answers?
S: No.
 T: No? How do you know that.
S: Because there is-there’s 50 of them and I
definitely do not have 50 on my paper”

They demonstrate that they are able to state a logic

approach to finding a solution:
“Even numbers are 2, 4, 6, 8, and 10. So when you
get to 10 it becomes 2 digits so all- you keep
counting by twos. When you do odd numbers you
count by twos but you count from starting at 1, 3, 5,
7, 9”

Accuracy Fully Meets The student is able to accurately identify what an

Expectations odd and an even number is:
“S: The question was so there was two different
divisions of numbers. There’s odd and even. Even
numbers are 2, 4, 6, 8, and 10. So when you get to
10 it becomes 2 digits so all- you keep counting by
twos. When you do odd numbers you count by twos
but you count from starting at 1, 3, 5, 7, 9. So those
are all odd numbers so I just had to think of those
numbers and put a number in the front. That’s really
all I had to do, that’s what the question is asking
you”

The student only got one number which was “54”

but was able to understand why it was wrong:
“S: Ya. There’s only one I didn’t get right because I
wrote 54 and that’s not odd that’s even”

Representation Meets Expectations The student at times seems to get lost in their
and communication as demonstrated by the below
Communication explanations of where they start counting.
“S: Well I started with 12 because 12 is one of my
favorite numbers and I like doing that kind of thing.
No, I started with one, I didn’t start with 12”
Grade 7a
Aspect Level of meeting Justification

Concepts and Fully Meets The student’s second explanation used mathematical
Applications Expectations concepts and procedures to solve the problem. They
used relevant concepts and skills here but were
somewhat inefficient.

The first method of writing the numbers recognized the

pattern quickly rather than being hung up on a
formula. They also took into consideration the
numbers that didn’t follow this main pattern:
“You take and add on the numbers from 50 to 59 and
add that to the remaining 15... oh but that is including
55, so I would take that out and add in nine.”

Strategies and Fully Meets The student clearly demonstrates resilience when
Approaches Expectations developing a plan to solve the problems, stating that
their original strategy failed, but they were able to
come up with a new plan quickly in response to their
initial setback.

The student did structure the task into logical steps

“Take 150 for the number of tickets and divide them by
5 to get 3” this continues on for multiple steps more.
No estimation was required as they simply wrote out
 all of the numbers.

Accuracy Fully Meets Both methods of providing an answer produce an

Expectations accurate result, the written out sequence of numbers
is complete. The calculations done in the second
method are correct. Although the note in the margin
(10+6+5=25) is not accurate - student possibly
ignored - they still come to the correct result.

Representation Meets The student’s work is accurate but their explanation

and Expectations seems to be omitting some of the information that
Communication would make it clear. Though this may be
“sophisticated thinking” it is a confusing chunk of
information:
“S: Yes. Take 150 for the number of tickets and divide
them by 5 to get 30. Half of those numbers end in the
number 0 and half end in 5 so dividing the 30 in half
leaves 15. You take and add on the numbers from 50
to 59 and add that to the remaining 15... oh but that is
including 55, so I would take that out and add in nine.
This leaves you with 24 tickets with 5s in them. And if
you add in ticket 150 you would get 25 tickets.”

Please notice:
- The close evaluation between meets and fully meets for strategies and approaches and
accuracy in Grade 4.
- Would the drawn-out way of explaining the alternative method fit for concepts and
applications for Grade 7a? It has a method or is it missing too much?
My peer noticed that I:
- Aired on the side of giving the student a better mark for the Grade 4 marks we were both
on the fence for while they went lower.
- Had some information I talked about not written. I explained we took what was most
important and didn’t want to overload it with quote.
Step 3: Share one new idea that you gained from this peer assessment.
- What the concepts were depends on how we evaluate the student.
- Commit to a mark when you might be unsure of what to give and find evidence.
- It would be best to use highlights on a copy of the document rather than copying over
quotes.