Grade 7 Scoring Guides FOUNDATION - British Columbia · 2016. 11. 15. · MiniCAT is an air minivan. And MultiCAT is essentially a minibus that can be linked to others like a boxcar

Name of Student:

Student PEN:

School Name:

Classroom:

Student Response Booklet – GRADE 7Score

M A R K E R U S E O N LY

Reading

Writing(Shorter)

Writing(Longer)

Numeracy 1

Numeracy 2

© 2013 Province of British Columbia

Parents: results attachedto inside front cover.

FOUNDATIONSKILLS ASSESSMENT

SAMPLE BOOKLET

Snapshot Response is accurate, complete and supported with text-based informa-tion; may be insightful. Demonstrates a thorough understanding of the passage(s).

Response is mostly accurate with some supporting details (explicit or implicit) that are closely linked to the central idea of the task. Demonstrates a clear understanding of the passage(s) and task.

Response is partially accurate; may lack support; may be incom-plete. Demonstrates an understanding of the gist of the passage(s) and task.

Response is generally inaccurate or insufficient support. Demonstrates limited understanding or a misreading of the passage(s) and/or the task.

Reading Comprehension — Written-Response Question

Snapshot The writing is expressive and interesting to read. The writing flows easily and uses a variety of complex sentence structures. Language is precise and varied. Occasional errors; may be due to risk-taking.

The writing is smooth and accomplishes the task with clarity. The writing is a collection of straightforward, concrete ideas. Language is generally clear and uses a variety of sentence lengths and patterns. May contain occasional errors in complex language.

The writing is somewhat general but provides a personal reaction. The writing is generally straightforward with little development. The language is generally clear but with limited variety. May contain some errors that do not interfere with meaning.

The writing is not completed. The writing is a series of loosely connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors.

Focused (Shorter) Writing — Personal Response

Snapshot The writing is expressive and interesting; providing a convincing argument that shows some complexity. Ideas develop logically from an engaging opening to a conclusion that has some impact. The language is varied and smooth; with few errors.

The writing accomplishes the task clearly. Provides a logical argument with relevant reasons and supporting detail. Ideas develop logically from an effective introduction to a reasonable conclusion. The language is clear and varied, though it may include some errors, most often in complex language.

The writing is somewhat general but it does provide some detail and a viewpoint. The writing is a list of relevant ideas with limited develop-ment. The language is clear but with limited variety. May have some errors in common language.

The writing is not completed. The writing is a series of loosely-connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors.

Extended (Longer) Writing — Informal Essay

Snapshot The work shows complete understanding of the problem; appropriate strategy used and accurate solution.

The work shows general understanding of the problem; appropriate strategy, but may have a partial solution.

The work shows some understanding of the problem; the solution or strategy may be incorrect or incomplete.

The work shows little understanding of the problem; unable to use an appropriate strategy.

Numeracy — Written-Response Questions

Grade 7 Scoring Guides

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very inappropriate language; or all work is erased.Code NR = No response

Attach Student FSA Results Here Information for Parents

About the Foundation Skills Assessment (FSA)

• FSAmeasuresbasicreading,writing,andnumeracyskillsoverschoolyearstodate,notjustskillsacquiredinasinglegrade.

• TheprimarypurposeofFSAistohelpschools,schoolplanningcouncils,schooldistrictsandtheprovinceevaluatehowfoundationsskillsarebeingaddressedandmakeplansforimprovement.Thesecondarypurposeistoprovideindividualstudentinformation.

• FSAresultscanshowstudents,parentsandteacherswherestudentsaredoingwellandskillstheyneedtoworkon.

• FSAisonlyonemeasureofstudentlearning.Itcomplementsregularclassroomassessmentbyteachers.

• FSAresultshelpfocushomeandschooldiscussiononhowtoimprovestudentlearning.Parentsshouldfeelfreetodiscussresultswiththeirchildren’steachers.

• FSAresultsdonotcounttowardsthestudent’sreportcardmarks.

• SampleFSAquestionscanbeviewedat:www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm

School, District and Provincial Results

• School,districtandprovincialresultswillbeavailablebeforetheendoftheschoolyear.See:www.bced.gov.bc.ca/assessment/fsa/results

• Schoolsreceiveinformationabouthowtheirstudentsdidonspecifictestquestions.Thisinformationisavailableat:www.edudata.ca/apps/fsa_item/

• Questionsaboutschoolordistrictresultsshouldbedirectedtotheschoolprincipal,theschoolplanningcouncilorthesuperintendent.

• FSAresultscanhelpschoolsanddistrictsseeiftheyaremakingimprovementsfromoneyeartothenext.

• Thegoalisforeachschooltoimprovestudentachievementovertime.Rankingschoolsincomparisontoeachotherdoesnotsupportthisapproach.

For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/

Grade 7 – Sample Booklet Page 1

© 2013 Province of British Columbia. All rights reserved.

GRADE 7

Part 2

(30 minutes)

READING COMPREHENSION

Instructions for Students

Written-Response Question (4 marks)

There are two reading passages and one written-response

question in this part of the booklet. You will need to use information from both passages to answer the question.

Read each passage and the question carefully. If you have completed Part 1, you will have already read these two

passages.

Remember to read the context statement at the top of each

passage and footnotes at the bottom of the page, if any.

When you answer the questions:

1. Use a pencil or a pen with blue or black ink. If you use a pencil, press hard enough so that your writing is clear.

2. Write your answer clearly in the space provided in this booklet.

3. You will receive the highest possible score by giving a complete, correct, and clear answer using details from

the passages.

Page 2 Grade 7 – Sample Booklet


Read this comic strip about a unique invention.

Grassoline by Tom LaBaff

1 2

3 4 5

6 7 8



9 10 11

1213

14

15 16 17

“Grassoline.” Tom LaBaff. Nelson Literacy. pp. 90–91. Nelson Education Ltd.



Read this article to learn about a new type of automobile.

Running on Thin Air by Dave Brian Butvill

As the Sun sets, the herd moved across the horizon. They’d

been running all day, never stopping to refuel—no food, no drink. Fresh air was all they needed to keep on keeping on.

Meet the CATS—Compressed Air Technology vehicles. Autos that run on air. They may soon be purring through a neighbourhood near you. “They’re cars with environmentally friendly engines,” says Guy Nègre, an engineer from France.

CATS are Nègre’s pet project. Nègre spent 30 youthful years in the fast lane, designing jet engines and Formula One race car motors. In 1990, at the age of 50, he slowed things down a bit. He took a deep breath, and asked himself: how could I improve the world?

The CATS were born.

5 Jack-in-the-Tank

Most of today’s motors run on gasoline. The basic recipe for “G”, “O”—that spells GO—is something like this: mix drops of fuel with air. Spray into a chamber called a cylinder. Add spark. Boom! The explosion, a rapidly expanding volume of hot gas, pushes the motor parts that eventually turn the wheels. In this way, motion is achieved by a series of contained blasts—up to hundreds a minute. (The rate of energy transferred is called horsepower, or a vehicle’s “giddyup and go”.)

Compressed Air Technology, Nègre says, is pretty much the same—minus all the fireworks. Instead of a gas tank, cars have a pressurized air tank much like that at the local service station where you fill your bicycle tires.

“The tank can be refilled in three to four minutes by an air station,” Nègre says. The air is compressed—the molecules packed tightly into the tank like a gazillion Jacks-in-the-box. Pressing the



foot pedal shoots a stream of this dense air into the cylinder, where it immediately expands—the Jacks spring open and, Houston, we have lift off! It’s the same process that puts the hammer in jackhammer. Poor Jack—always under pressure.

The Climes They Are A-Changin’

Why bother with a new technology, with new potholes to navigate, when we already have cars that look cool and run well? Because it’s no secret that today’s gas-powered engines pollute the air we breathe.

The mini-explosions that push the engine parts create fumes, especially carbon dioxide. This is exhausted out the tailpipe into the environment. Some fumes may mix with dust and other airborne pollutants, creating unhealthy smog (“smoky fog”). The rest accumulates high in the atmosphere, where it helps trap heat—sort of like a greenhouse does. Scientists consider car exhaust a major source of such “greenhouse gases” driving the problem of global warming—right behind burping cows.

Bunch of Hot Air?

10 Air cars not only save the environment, they save money. It only costs a few dollars to fill the tank. But, um…where are all the CATS? Here kitty, kitty, kitty.

They’re on the horizon. Nègre and his son Cyril started Moteur Développement International (MDI) to produce their first air car in 1996. Now they have four models. OneCAT and CityCAT are economy cars about the size and shape of a Volkswagen Bug.

MiniCAT is an air minivan. And MultiCAT is essentially a minibus that can be linked to others like a boxcar for use as a school bus or city tram. A handful of other companies are also working on their own versions of air cars.

No air cars are publicly available yet. But, Nègre says, that’s about to change. MDI has licensed the technology to about 50 car manufacturers in dozens of countries, including Canada.

Then we can all perhaps breathe a little easier—especially Nègre. “It will feel great to finally see our CATS running through the streets.”

“Running on Thin Air.” Dave Brian Butvill.

YES MAG: The Science Magazine for Adventurous Minds. #65. pp. 10–11. Peter Piper Publishing Inc. www.yesmag.ca. 2008



1. Consider the alternative fuel concepts presented in “Grassoline” and “Running on Thin Air.” Would Guy Nègre from “Running on Thin Air” appreciate the concepts presented in the “Grassoline” comic strip?

Support your opinion using information from both the article and the

comic strip. (4 marks)

END OF PART 2

Wait until your teacher tells you to go ahead.

Score



GRADE 7

Part 3

(30 minutes)

SHORTER WRITING

Focused (Shorter) Writing Piece

“Saving the Environment”

In this activity, you will write about taking care of the environment. The activity will take about 30 minutes to complete.

(4 marks)

Overview Suggested Time

1 minute Overview and Directions to the Student

3 minutes Writing Topic and Student Questions

1 minute Criteria

5 minutes Planning

15 minutes Written Work

5 minutes Look Back on Your Writing


1. Write in blue or black ink.

2. Write on every other line (double-space) on the Written Work pages so that you have room to make changes and corrections.

3. If you use unacceptable language or content, you may be given a zero for your answer.

4. You do not need to use all the space provided.

5. You may use a dictionary and a thesaurus.

6. You will be marked on Written Work pages only.



Writing Topic


People today are becoming more aware of the need to take better care of the environment. Write about one thing you could do, or already do, to help make a difference. Explain how your actions could make a difference.

Your writing should be about two or three paragraphs. Remember to double space.

Criteria

(Personal Response)


Make sure your writing: ✔ • clearly explains your ideas ❑

• develops effectively with a beginning, middle and end ❑

• has clear language, descriptive words and a variety of sentence patterns ❑

• has complete sentences, has correct spelling, punctuation, grammar and paragraphs ❑



Planning Page


My purpose: To write about something I could do to take care of the environment.

My audience: The person who will mark my writing.

My Idea

Action

•

•

•

Final thoughts

Impact

•

•

•

This page will NOT be marked.



Written Work


Remember to double-space your writing.



END OF PART 3


Score



GRADE 7

Part 4

(60 minutes)

LONGER WRITING

Longer (Extended) Writing Piece

“Making the Most of Your Grade Seven Year”

In this activity, you will write an informal essay. The activity will take about 60 minutes to complete.

(8 marks)

Overview

Suggested Time

2 minutes Overview and Directions to the Student

3 minutes Writing Topic and Student Questions

2 minutes Criteria

8 minutes Planning

40 minutes Written Work

5 minutes Look Back on Your Writing


1. Write in blue or black ink.

2. Write on every other line (double-space) on the Written Work pages so that you have room to make changes and corrections.

3. If you use unacceptable language or content, you may be given a zero for your answer.

4. You do not need to use all the space provided.

5. You may use a dictionary and a thesaurus.

6. You will be marked on Written Work pages only.



Writing Topic


Grade seven can be an exciting year, full of new challenges and experiences: clubs, homework, sports, and volunteering. Now that you are part way through grade seven, think about what advice you would give to upcoming students to help them make the most of their grade seven year. Imagine that you have been asked to write a yearbook article offering advice to grade six students. Your topic is “Making the Most of Your Grade Seven Year.”

Your writing should be about three to five paragraphs.

Criteria (Informal Essay)


Make sure your writing: ✔ • gives reasons and uses supporting details ❑

• is focused on the purpose ❑

• has clear language, descriptive words, and a variety of sentence lengths ❑

• has a clear structure with an introduction, body and conclusion ❑

• has complete sentences and has correct spelling, punctuation, grammar, and paragraph structure ❑

• is revised and edited ❑



Planning Page

“Making the Most of Your Grade Seven Year” My purpose:

To write an article giving advice on how to make the most of your grade seven year.

My audience:

Grade six students and the teachers who will mark my writing.

The advice I would give is…

Idea:

Idea: I

dea

:

This page will NOT be marked.



Written Work


Remember to double-space your writing.







END OF PART 4


Score



GRADE 7

Part 6

(30 minutes)

NUMERACY


Written-Response Questions (4 marks each)

There are two Numeracy written-response questions in this

part of the booklet.

Read each question carefully.

You may use a calculator.

When you answer the questions:

1. Use a pencil to do ALL your work. Press hard so your answer is clear.

2. Include all calculations and explanations in the space provided in this booklet.

3. You will receive the highest possible score by giving a complete, correct, and clear answer showing ALL the

steps in your solution.



1. Paul received exactly 65¢ for the bottles he returned. He had at least one of each type of bottle. Find all of the different combinations of bottles that Paul

could have returned.

5¢ 10¢ 20¢

2 L1 L

500 mL

Show ALL your work. (4 marks)

Score



2. In January, the intermediate classes spent every day raising money for the Food Bank.

TheFoodBank

Day Money Raised Each Day

1

2

3

4

31

$20.00

$25.00

$30.00

$35.00

?

• •• •• •

Total for month $ __________

They will count all the money on January 31. If the pattern continues, what will be the total amount

of money raised during the 31 days? Show ALL your work. (4 marks)



END OF PART 6

Score

Sample FSA Grade 7 Multiple-Choice QuestionsReading

Read about the adventures of two men who attempt to fulfill a dream.

High-Altitude Surfersby Larry Verstraete

For Bertrand Piccard and Brian Jones, it was like surfing. They’d catch a high-speed wave, sway and roll with it, then ride it until it died. Only the men weren’t in the water. They were high above the clouds, cruising on a jet stream at 250 kilometres per hour. And instead of a surfboard, they were riding a high-tech balloon.Piccard and Jones were attempting to do something twenty earlier daredevil teams had failed to accomplish—become the first balloonists to fly around the world non-stop. It was no small feat. Dozens of other adventurers had tried the same thing. All had failed. Some had plunged out of the sky into the ocean, others stalled in remote mountains or, if they were lucky, simply cascaded to earth in a billow of fabric and broken dreams.The dangers of such a flight were all too real. Balloons don’t have engines or propellers to push them along. They don’t have rudders or other steering devices either. At the mercy of the winds, all balloonists can do is change altitude, dodge storm systems and rise or fall to catch high-speed jet streams.Jet streams blow at altitudes of 7 000 to 12 000 metres. At these heights, the air is thin, oxygen levels are low, and temperatures often drop to –56ºC. To survive a journey around the world at these altitudes, balloonists need a pressurized and heated cabin. Any mechanical breakdown, any instrument failure —no matter how slight—would put their lives in peril.Piccard and Jones had technology on their side, however. And money. Lots of it. Their cone-shaped balloon, Breitling Orbiter 3—a towering hulk of silver fabric—cost $3 million to produce. It had features earlier balloons lacked, and was equipped with the latest in high-tech instruments. Breitling Orbiter 3 was actually several balloons in one. An inner helium-filled cell provided most of the lift for the balloon. Wrapped around this was another balloon layer, a jacket of hot air that heated the helium gas, giving it even greater lift. Topping the whole thing, and giving Orbiter 3 a distinctive cone shape, was yet another smaller helium balloon. All told, Orbiter 3 contained enough gas to fill seven Olympic-sized swimming pools.Instead of using kerosene to heat the air in the balloon, as earlier versions had, Orbiter 3 used propane, a heavier but more reliable fuel. A pressurized gondola1 below the balloon was equipped with a kitchen, bunk, toilet and high-tech communications devices such as a fax machine and satellite phone. Batteries and solar panels supplied power for the onboard equipment.With all of these innovations to the balloon, Piccard and Jones were ready for the ultimate test—to travel around the world without stopping. They started their journey with a liftoff from the mountains of Switzerland on March 1, 1999. The balloonists drifted southward and then eastward across Europe, toward Africa, changing altitude as they searched for jet streams to carry them further east. They were lucky. On the fourth day they moved into a jet stream travelling at 95 kilometres per hour. It blew them toward India. After that, it was like playing tag, slipping from one jet stream to catch another, surfing the wild winds, and riding them as far east as they could go.There were a few snags along the way. Over Mexico, the balloon popped out of its jet stream and started heading the wrong way. Another time, a heater failed and temperatures dropped to 8º. But luck prevailed. As the balloon swung over the Atlantic it caught a 160 kilometre per hour wind that all but blew it home.On March 20, nineteen days after starting off, Breitling Orbiter 3 landed in the Egyptian desert after winding its way around the world, a distance of almost 43 000 kilometres. Piccard and Jones had set a world record, and proved that with the help of technology, the impossible could become the possible.

1pressurized gondola: enclosed cabin suspended beneath the balloon.

1. What were Piccard and Jones trying to achieve?

A. to cruise jet streams.B. to travel non-stop around

the globeC. to experience life in a

pressurized gondolaD. to experiment with new

balloon technology

2. Complete the box below to show the order of Orbiter 3’s voyage as stated in the article. (Mark your answer on the multiple-choice response form. Do not fill in the box below.)

A. drifting across EuropeB. travelling towards AfricaC. flying over the mountains of

CanadaD. popping out of the jet stream

over Mexico

3. In the article, the idea of “slipping” from one wind to another is compared to what?

A. travelling in a jetB. rolling with a waveC. playing a game of tagD. swimming in an

Olympic-sized pool

4. Which drawing best represents the Breitling Orbiter 3?

A. B. C. D.

5. What line best summarizes the main message of the article?

A. “It was no small feat” (paragraph 2)

B. “Piccard and Jones were ready for the ultimate test” (paragraph 8)

C. “Piccard and Jones had set a world record” (paragraph 10)

D. “the impossible could become the possible” (paragraph 10)Numeracy

1. Grade 7 students are planning a Fun Fair. To earn money for the Fun Fair, Chris mows lawns. To mow a lawn 10 m by 10 m takes 1 hour. About how long will it take to mow a lawn 20 m by 12 m?

A. 1 ½ hoursB. 2C. 2 ½ hoursD. 3 hours

2. Mrs. Adams compared the costs of the following sizes of juice.Which size would be the best buy?

A. 250 mLB. 1 LC. 2 LD. 3 L

More samples can be viewed at: www.bced.gov.bc.ca/assessment/fsa_sample.htmActual questions are kept secure and reused from time-to-time.

Size Cost

250 mL 3 for $1.19 1 L $1.47 2 L $2.65 4 L $5.79

travelling towards

India

lifting off from

Switzerland?

crossing theAtlantic at160 km/hr

landing inthe Egyptian

desert

Information for Parents

Attach Student FSA Results Here Information for Parents

About the Foundation Skills Assessment (FSA)

• FSAmeasuresbasicreading,writing,andnumeracyskillsoverschoolyearstodate,notjustskillsacquiredinasinglegrade.

• TheprimarypurposeofFSAistohelpschools,schoolplanningcouncils,schooldistrictsandtheprovinceevaluatehowfoundationsskillsarebeingaddressedandmakeplansforimprovement.Thesecondarypurposeistoprovideindividualstudentinformation.

• FSAresultscanshowstudents,parentsandteacherswherestudentsaredoingwellandskillstheyneedtoworkon.

• FSAisonlyonemeasureofstudentlearning.Itcomplementsregularclassroomassessmentbyteachers.

• FSAresultshelpfocushomeandschooldiscussiononhowtoimprovestudentlearning.Parentsshouldfeelfreetodiscussresultswiththeirchildren’steachers.

• FSAresultsdonotcounttowardsthestudent’sreportcardmarks.

• SampleFSAquestionscanbeviewedat:www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm

School, District and Provincial Results

• School,districtandprovincialresultswillbeavailablebeforetheendoftheschoolyear.See:www.bced.gov.bc.ca/assessment/fsa/results

• Schoolsreceiveinformationabouthowtheirstudentsdidonspecifictestquestions.Thisinformationisavailableat:www.edudata.ca/apps/fsa_item/

• Questionsaboutschoolordistrictresultsshouldbedirectedtotheschoolprincipal,theschoolplanningcouncilorthesuperintendent.

• FSAresultscanhelpschoolsanddistrictsseeiftheyaremakingimprovementsfromoneyeartothenext.

• Thegoalisforeachschooltoimprovestudentachievementovertime.Rankingschoolsincomparisontoeachotherdoesnotsupportthisapproach.

For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/

Name of Student:

Student PEN:

School Name:

Classroom:

Student Response Booklet – GRADE 7Score

M A R K E R U S E O N LY

Reading

Writing(Shorter)

Writing(Longer)

Numeracy 1

Numeracy 2

© 2013 Province of British Columbia

Parents: results attachedto inside front cover.

FOUNDATIONSKILLS ASSESSMENT

SAMPLE BOOKLET

Snapshot Response is accurate, complete and supported with text-based informa-tion; may be insightful. Demonstrates a thorough understanding of the passage(s).

Response is mostly accurate with some supporting details (explicit or implicit) that are closely linked to the central idea of the task. Demonstrates a clear understanding of the passage(s) and task.

Response is partially accurate; may lack support; may be incom-plete. Demonstrates an understanding of the gist of the passage(s) and task.

Response is generally inaccurate or insufficient support. Demonstrates limited understanding or a misreading of the passage(s) and/or the task.

Reading Comprehension — Written-Response Question

Snapshot The writing is expressive and interesting to read. The writing flows easily and uses a variety of complex sentence structures. Language is precise and varied. Occasional errors; may be due to risk-taking.

The writing is smooth and accomplishes the task with clarity. The writing is a collection of straightforward, concrete ideas. Language is generally clear and uses a variety of sentence lengths and patterns. May contain occasional errors in complex language.

The writing is somewhat general but provides a personal reaction. The writing is generally straightforward with little development. The language is generally clear but with limited variety. May contain some errors that do not interfere with meaning.

The writing is not completed. The writing is a series of loosely connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors.

Focused (Shorter) Writing — Personal Response

Snapshot The writing is expressive and interesting; providing a convincing argument that shows some complexity. Ideas develop logically from an engaging opening to a conclusion that has some impact. The language is varied and smooth; with few errors.

The writing accomplishes the task clearly. Provides a logical argument with relevant reasons and supporting detail. Ideas develop logically from an effective introduction to a reasonable conclusion. The language is clear and varied, though it may include some errors, most often in complex language.

The writing is somewhat general but it does provide some detail and a viewpoint. The writing is a list of relevant ideas with limited develop-ment. The language is clear but with limited variety. May have some errors in common language.

The writing is not completed. The writing is a series of loosely-connected ideas with no sense of development or purpose. The language is simple and repetitive, with frequent errors.

Extended (Longer) Writing — Informal Essay

Snapshot The work shows complete understanding of the problem; appropriate strategy used and accurate solution.

The work shows general understanding of the problem; appropriate strategy, but may have a partial solution.

The work shows some understanding of the problem; the solution or strategy may be incorrect or incomplete.

The work shows little understanding of the problem; unable to use an appropriate strategy.

Numeracy — Written-Response Questions

Grade 7 Scoring Guides

1 2 3 4

1 2 3 4

1 2 3 4

1 2 3 4

Code 0 = Response does not relate to the task in any way or does not have enough information to be scored; response contains very inappropriate language; or all work is erased.Code NR = No response

Documents

Grade 7 Scoring Guides FOUNDATION - British Columbia · 2016. 11. 15. · MiniCAT is an air minivan. And MultiCAT is essentially a minibus that can be linked to others like a boxcar