INTERPRETING THE Mathematics IN GRADE 4 (M4)
NOVA SCOTIA ASSESSMENT (NSA) RESULTS
Purpose
The purpose of this document is to support school teams in the interpretation and use of the provincial
assessment results. It is intended to assist administrators and teachers in PLCs to examine, interpret and use
the information gathered through these assessments.
Background
Results from the Nova Scotia Assessments (NSA) provide important information regarding student
achievement in mathematics. The Program of Learning Assessment for Nova Scotia has significantly changed
starting in 2013-2014. Some of these changes are visible (for example, the changes to student reports) and
some of the changes are ‘behind the scenes.’ Because the program has changed so much, it is impossible to
fairly compare your school’s results for M4 to performance in past years (EMLA).
Results
The DOE has moved away from reporting student results on provincial assessments as “meeting” and “not
meeting” to reporting on four levels of performance, (Level 1: below the expectation; Level 2: approaching
the expectation; Level 3: at the expectation; Level 4: above the expectation). Please note: Level 3 represents
performance at the expected level for the grade assessed. For example the Level 3 performance descriptor
from the M4 Student Assessment Report states: Students at Level 3 can generally solve problems that involve
several steps and may solve problems they have not seen before. They can apply number operations (+, –, as
well as x, ÷ to 5 x 5) correctly and can judge whether an answer makes sense. They can understand and use
many math terms and symbols, including those at grade level.”
The information you are receiving is criterion-referenced. Nova Scotia teachers set expectations for student
success on each item of the NSA for Mathematics Grade 4 (M4), based on what students should know and be
able to do on their own at the beginning of grade 4, in relation to the provincial curriculum outcome
expectations for the end of grade 3. This information was then used to set overall performance expectations
for the assessments.
Interpreting the Results
Read the information available on the Evaluation Services website regarding the performance levels and
interpretation of student reports. Follow the links below or visit the PLANS website:
http://plans.ednet.ns.ca/grade4
 Interpreting the Student Data Spreadsheets
Classroom teachers should review the individual student results on the Student Data spreadsheets. See the
Student Data tab at the bottom of the spreadsheet.
In the Student Data section:

note the Overall Performance level of achievement for each student column-
Level 1: Students at Level 1 can generally solve problems when they are simple and clearly stated or where the method
to solve the problem is suggested to them. They can do addition and subtraction of whole numbers, but may not
understand when each operation should be used. They can recognize some math terms and symbols, mainly from
earlier grades.
Level 2: Students at Level 2 can generally solve problems similar to problems they have seen before. They depend on a
few familiar methods to solve problems. They can do addition and subtraction of whole numbers and usually
understand when each operation should be used. They can understand and use some math terms and symbols,
especially those from earlier grades.
Level 3: Students at Level 3 can generally solve problems that involve several steps and may solve problems they have
not seen before. They can apply number operations (+, –, as well as x, ÷ to 5 x 5) correctly and can judge whether an
answer makes sense. They can understand and use many math terms and symbols, including those at grade level.
Level 4: Students at Level 4 can solve new and complex problems. They can apply number operations (+, –, x, ÷) with
ease. They can think carefully about whether an answer makes sense. They find math terms and symbols easy to use
and to understand.

review the student’s performance indicators on the components of the assessments and on the cognitive levels of
the assessment tasks,
o Performance Indicators: identify a student’s performance as being “at/above expectation” or “may
require attention”. The teacher will need to dig deeper at the classroom level in order to confirm
this as an area of strength or challenge for the student.
o See also: M4 Class Planning Sheet
NOTE: Some students received a result of "Not Enough Evidence (NE)" or "Not Applicable (NA)”. "NE" could
mean that students were absent for all or part of the assessment or it could mean that students were
present but did not complete enough of the assessment to warrant a valid and reliable score. If a student is
coded “NE” you may need to review attendance records to determine which is the case. "NA" means the
student was exempt or on an Individual Program Plan.
 Interpreting the Overall School Results Spreadsheet
School administration and teachers should review the summary of the overall school results for the
assessment. To view Overall School Results for M4, click on the appropriate tab at the bottom of the
spreadsheet.
The summary of overall school results are based on the number of students who participated in the
assessment. Students who received a result of "Not Enough Evidence (NE)" or "Not Applicable (NA)"are
removed from the overall number of students who participated. Please consider the number of students
who participated column versus the total number of students column as additional information that may
impact your school improvement planning and program decisions at the school level.
In the Overall School spreadsheets:
 Review the percentage of students in each overall performance level. Level 3 and 4 indicates the level of
performance expected or above on this assessment at the beginning of grade 4. Provincial and Board
results are given for comparison.
Using the Assessment Results
It is important that the results of provincial assessments are examined in the context of classroom
assessment and that teachers seek to determine whether these assessment results affirm or refute what
they know from their daily, ongoing assessment of their students.
The Department of Education no longer requires a particular approach to addressing or
documenting the steps taken by teachers to support their students’ learning following a provincial
assessment. The SSRSB expects that provincial assessments along with other evidence of student
learning and daily observations are used to determine next steps in supporting all students in their
learning.
 Teachers using the information in the Student Data Spreadsheet

It is important that the teacher is working with all students, regardless of their level, so that every
student is appropriately challenged and moves forward in their learning. But there is particular
urgency in addressing the identified challenges for those students not working “at grade level
expectation” or “above grade level expectation” on this assessment.

Teachers will want to note the level of performance for each student:
o
Students in Level 1 and Level 2 did not perform at grade level expectations on this assessment, at
the time of this assessment. If this finding is also confirmed by additional valid and reliable
classroom assessment evidence, then these are the students the teacher will want to focus on to
ensure they are successful and working at the expected level for their grade (keeping in mind of
course, these students are now mid-way through their grade four school year and have likely
continued to move on since participating in the assessment).
o
Students in Level 4 performed above grade level expectations on this assessment, at the time of
this assessment. If this finding is also confirmed by additional valid and reliable classroom
assessment evidence, then these are students the teacher will want to focus on to ensure they are
appropriately challenged within the grade level curriculum.
o
M4 Provincial Assessment Class Planning
Domain
Students May Require Attention
Knowledge
Application
Analysis
Strand
Number
Patterns
Geometry
Measurement
Students May Require Attention