School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all second grade students on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is trying to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Silicon Valley MAC Test – Second Grade 2012
Core Idea
Task
Score
Measurement and Data
Cake Sale
SC
This task asks students to interpret and use data from a tally chart and a bar graph
with a one-to-one scale. Students who are successful are able to compare and
combine values on the graph, and use words, numbers, or pictures to justify their
calculations. Students should demonstrate that they understand the mathematical
language of combining and comparison, and set up appropriate mathematical models
based on these understandings.
Number and Operations in
Desert Creatures
Base Ten
This task asks students to demonstrate an understanding of how to combine, separate,
and compare two- and three- digit values. Successful students demonstrate fluency in
adding and subtracting whole numbers in context, and they are able to communicate
reasoning using words, numbers, or pictures. Students should have access to a variety
of strategies, including those based on place value, properties of operations, and/or the
relationship between addition and subtraction. Students are asked to justify their
calculations using models, such as expressions, equations, or drawings.
Operations & Algebraic
Maria’s Fruit Stand
SC
Thinking
This task asks students to look for and express regularity in repeated reasoning.
Successful students make sense of the arrays of objects (fruits), and can use repeated
addition or multiplication to express the total number. They can also work backward
from a total number of objects to create and appropriate array model. These students
also use knowledge of money relationships to assign coin values to the fruit, and find
a total dollar value for a given number of fruit. These students also had an
understanding of how a dollar is decomposed into quarters (two quarters are 50¢, two
groups of 50¢ are $1.00) and understood how to represent that relationship in
numbers, words, or drawings.
Geometry
The Playhouse
SC
This task asks students to identify basic geometric shapes such as triangles, circles,
and quadrilaterals. Successful students can also recognize and quantify specific
attributes, such as number of vertices and sides of a given polygon. Students are asked
to construct viable arguments when comparing and contrasting two quadrilaterals,
using specific geometric attributes as the structure of the argument.
Operations & Algebraic
Misha’s Marbles
SC
Thinking
This task asks students to demonstrate an understanding of how to interpret and
extend a growing pattern of two colored marbles, using drawings, words, charts,
and/or number sentences to describe the growth. Successful students represent the
“plus 3” growth pattern at any stage of marble pattern growth, including if a stage of
marble pattern growth is skipped, and are able to work backward from the number of
marbles to the stage of marble pattern growth. Students are asked to look for and
express regularity in repeated reasoning, and represent it for the linear pattern.
MS = Meets Standards
NI = Needs Improvement 0 = Student scored no points on this task
Cut and Paste Chart for Second Grade:
Scores
0 – 13 = Level 1
14 – 20 = Level 2
21 – 31 = Level 3
32 – 40 = Level 4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the student received:
Cake Sale: 0 = 0, 1 to 3 = NI, or 4 and above = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement”:
Students need practice comparing and combining values, and should have access to a
variety of strategies including counting up, compensation, modeling amounts for
comparisons using one-to-one matching, or different algorithms. Students need to
know the importance of communicating how they know their answer is correct. This
can be done by showing their calculations, explaining the process by which they got
their answer, or by drawing a representation of their calculation. Students should
have an understanding of the conventions of tally charts, and that the tally chart and
bar graph are equivalent representations of the same data. Students should have an
understanding of the conventions of bar graphs so that they can read and interpret
data. They should also understand how to use labels and scale to correctly populate a
bar graph using information from a table. Students need practice with both asking
and answering questions about data.
Desert Creatures: 0 = 0, 1 to 3 = NI, or 4 and above = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement”:
Students who struggled with this task typically did not have a firm understanding of
place value, and the role of place value in operations for two- and three-digit numbers.
Students should be fluent with +10 and -10 for numbers up to 900. Students need
experiences interpreting word problems, and associating the actions of combining,
separating, and comparing to the operations of addition and subtraction. Furthermore,
the inability to correctly model a comparison situation using an appropriate
subtraction or missing addend number sentence interfered with their ability to make
accurate calculations. Finally, second grade students should be using a variety of
strategies for adding and subtracting with 1000, including counting up, compensation,
modeling amounts for comparisons using one-to-one matching, or different
algorithms. Each of these needs to be embedded in an understanding of how place
value works.
Maria’s Fruit Stand: 0 = 0, 1 to 4 = NI, or 5 and above = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement”:
Students who struggled with this problem did not tend to recognize the repeated
structure of the rectangular array. Understanding and using the structure of repeated
addends allows students to use doubling, multiplying, and compensating strategies for
combining the rows and columns of fruits. They tended to make fewer calculation
errors when they used this structure. Students needing improvement on this task
would also benefit from fluency with skip counting, and working with standard units
of money such as quarters, dimes, nickels, and pennies, as well as developing a clear
understanding of each coin’s relationship to $1.00. Students need a variety of
strategies to explain and communicate their reasoning when doing operations,
including drawings, number sentences, and words.
The Playhouse: 0 = 0, 1 to 3 = NI, or 4 and above = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement”:
Children should know the names of common polygons and be able to identify them
based on attributes such as the number of sides or vertices. Children also benefit from
frequent play with scissors and shapes. As children combine and take apart shapes,
they learn to recognize the attributes of various shapes and notice how they are alike
and how they are different. Children should have many experiences with sorting and
classifying shapes and objects based on one or more attributes. It is natural for
students to first begin to identify shapes by their resemblance to other known objects.
A rectangle may be seen as a “door”; a right triangle could be seen as a “slide”. They
often associate a shape with its orientation in space. It is not unusual for them to see
an equilateral triangle when the base is parallel to the bottom of the page, yet claim
that this same shape is not a triangle when rotated to point to the right or left.
Questioning our children about specific attributes of different shapes helps them move
past this stage into deeper geometric thinking.
Misha’s Marbles: 0 = 0, 1 to 3 = NI, or 4and above = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement”:
Students who struggled with this problem often struggled with moving between the
different representations of the growth pattern in the task. Students needed to identify
the growth as both a numerical pattern (add three each time, starting with a constant
black marble of one) and as a drawing in context (the number of marbles expanding
on three ‘legs’ of the pattern). Students would benefit from using tiles or cubes to
build a variety of growing patterns. In order to recreate the shape, students need to
analyze the different component pieces that make the shape. In order to extend the
pattern in growing the shapes, students need to identify which component pieces are
the same, and which are different, in each new step of the pattern. Transferring the
information to a chart or t-table will help students identify the growth. These deeper
understandings will help the children to represent and describe the growth patterns in
words, numbers, and drawings. Students who struggled with this task would benefit
from fun number sense activities, such as skip counting from numbers other than 0
(start with 5, and skip count by 3’s would be 5, 8, 11, 14, etc.).
May Date
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all third graders on their performance
skills in mathematics using the Silicon Valley MAC Test. Silicon Valley MAC Test is
designed to measure not only mathematical skills and computation, but to give a more
complete picture of the student’s mathematical performance by examining how well
the student can apply his/her mathematical skills in problem-solving situations. This
assessment is designed to determine if a student understands when to use a particular
mathematical skill, which mathematical tools the student chooses to solve new
problems, how well the student communicates about a set of calculations, and how the
student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
<Below are some suggestions, which might help your child improve
performance: > This line should only be printed if there is at least one NI.
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Is there a way to have the program make sure that if the letter is getting longer, there
is more than just the Sincerely, etc on the second page or less than just the Sincerely?
Balanced Assessment Test – Third Grade 2012
Core Idea
Task
Score
Measurement
Clubhouse Plans
SC
This task asks students to use a diagram to count area and perimeter in square units. It
asks students to draw a picture with a given area on a grid. The task asks students to
compare areas and perimeters by calculating measures using a grid.
Operations and
Cookie Dough
SC
Algebraic Thinking
The task asks students to equal groups to solve problems involving multiplication and
division. It also asks students to calculate with money.
Measurement and Data
Rise and Shine!
SC
The task asks students to read and interpret data recorded in a frequency table or bar
graph. It asks students to add data to the frequency table and bar graph and use the
data to solve problems involving putting together, taking from, and comparing.
Number and Operations Travel for Work
SC
in Base Ten
The task asks students to their place value knowledge and estimation to solve
problems involving addition and subtraction using data presented in a table.
Operations and
Worms
SC
Algebraic Thinking
The task asks students to extend a geometric pattern using drawings, tables, and
number patterns.
MS = Meets Standards
NI = Needs Improvement 0 = Student scored no points on this task
Cut and Paste Chart for Third Grade:
Scores
0-12
13-20
21-30
31-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Clubhouse Plans: 0 = 0, 1 to 2 =NI, or 3 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to count squares in a grid to find area. Students need to understand
that the areas of all figures should be found to justify which shape is largest. Students should
also be able to draw a shape on a grid with a given area.
Cookie Dough: 0 = 0, 1 to 3 =NI, or 4 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to recognize multiplication contexts in word problems.
Students should be able to solve multi-step problems involving multiplication and
addition. Students should understand the relationship between multiplication and
division to solve division problems whose solution is close to a known fact.
Rise and Shine!: 0 = 0, 1 to 4 =NI, or 5 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to read information from a table or graph to complete
information on the other. Students should be able to identify key features of a graph
such as the category that appears the most or least. Students should be able to read
numbers from a table or graph and use them to calculate a total.
Travel for Work: 0 = 0, 1 to 3 =NI, or 4 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to use place value understanding to find largest and smallest
from a set of numbers in the hundreds. Students should be comfortable adding and
subtracting numbers in the hundreds and recognize which operation to choose.
Worms: 0 = 0, 1 to 4 =NI, or 5 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more opportunities to identify and extend patterns. Students should
have a variety of strategies to think about growing patterns, including drawing
pictures, using tables, and understanding how parts of the pattern grow. Thinking
about what stays the same and what changes each times helps students develop
number sentences to extend the pattern and work backward.
May Date
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all fourth graders on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is designed to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Fourth Grade 2012
Core Idea
Task
Score
Operations – Fractions
Butterfly and Moth Collection
SC
& Measurement
The task asks students to read and interpret data in a frequency table and line plot. It
asks students to use their understanding of measurement in fractional units on line
plot to make comparisons.
Geometry
Looking for Shapes
SC
The task asks students to look at shapes and notice key attributes, such as angle size,
parallel sides, number of sides and angles, and symmetry. It asks students to
deconstruct shapes into simpler familiar shapes.
Operations - Fractions
Penguin Ice Cream
SC
The task asks students to identify quantities in a set as a fraction of that set. It asks
students to add and subtract simple fractions and interpret fractions in a context to
determine a solution.
Operations and
Singing at the Ballgame
SC
Algebraic Thinking
The task asks students to solve problems involving multiplication and division. It asks
students to interpret calculations in the context of the problem, including interpreting
the meaning of remainders.
Operations and
Math Rules!
SC
Algebraic Thinking
This task asks students to use simple rules involving the four operations to solve
problems. It asks students to write a rule to solve a division problem with a remainder.
MS = Meets Standards
NI = Needs Improvement 0 = Student scored no points on this task
Cut and Paste Chart for Fourth Grade:
Scores
0-11
12-19
20-29
30-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Butterfly and Moth Collection: 0 = 0, 1 to 3 =NI, or 4 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to use rulers and number lines to think about size of
fractions. Students should be able to look at a set of numbers and identify most and
least. When looking at data, students should be able to think about the difference
between largest number and the number that appears most often.
Looking for Shapes: 0 = 0, 1 to 2 =NI, or 3 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to look at shapes and subdivide them into smaller familiar shapes.
Spatial visualization is important for developing geometric thinking and helping students
identify key attributes in shapes such as number and size of sides and angles, recognizing
symmetry, and finding parallel lines. Students need frequent opportunities to sort geometric
shapes by attributes.
Penguin Ice Cream: 0 = 0, 1 to 4 =NI, or 5 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to write fractions for parts of set by identifying the total number in
the set for the denominator and using a subgroup of the set or part for the numerator.
Students should be able to find equivalent fractions for common or friendly fractions, such as
1/2 = 5/10.
Singing at the Ball Game: 0 = 0, 1 to 3 =NI, or 4 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more practice identify when to multiply or divide in problem-solving
situations. Students should be comfortable and accurate with multiplication by 1 and digit
numbers and dividing by 1 digit numbers. Students need to work with a variety of division
contexts to understand and interpret the meaning of the remainder. What types of situations
is it important to an extra to the answer? When can the remainder be ignored?
Math Rules!: 0 = 0, 1 to 3 =NI, or 4 and above =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to calculate accurately using verbal rules, such as, double a
number and add 5 or multiply by 4 then subtract 18.
May Date
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all fifth graders on their performance
skills in mathematics using Silicon Valley MAC Test. The Silicon Valley MAC Test
is designed to measure not only mathematical skills and computation, but to give a
more complete picture of the student’s mathematical performance by examining how
well the student can apply his/her mathematical skills in problem-solving situations.
This assessment is designed to determine if a student understands when to use a
particular mathematical skill, which mathematical tools the student chooses to solve
new problems, how well the student communicates about a set of calculations, and
how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Fifth Grade 2012
Core Idea
Task
Score
Operations & Algebraic
Walls With Windows
SC
Thinking
This task asks students to analyze and extend a geometric pattern in pictures, tables,
and numbers. It asks students to work with inverse relations to find the pattern
number given the total number of surrounding rectangles and make a convincing
argument about why a number does not fit the pattern.
Measurement
A Box of Cubes
SC
This task asks students to calculate volume using counting strategies and
multiplication. It asks students to think about multiplicative relationships to design
and draw a prism to hold a given number of cubes. The task asks students to develop a
justification why a given number of cubes will not fit in given containers.
Number & OperationsKnowing Fractions
SC
Fractions
This task asks students to use distance on a number line to think about size of
calculations with fractions and mixed numbers. It asks students to test conjectures
about calculations with fractions by reasoning about size of fractions and by giving
examples.
Number & Operations – School Fair
SC
Fractions
This task asks students to work with fractions in the context of a school fair, using
representations for part/ whole relationships of a set and a unit whole. It asks students
to work with rates for times and use equivalent fractions and multiplication with
fractions to solve problems.
Number & Operations in For the Hundredths Time
SC
Base Ten
This task asks students to use and make sense of models to represent decimal values
and to calculate with decimals using the four operations: addition, subtraction,
multiplication and division.
MS = Meets Standards
NI = Needs Improvement
0 = Student scored no points on this task
Cut and Paste Chart for Fifth Grade:
Scores
0-12= 1
13-19=2
20-28=3
29-40=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Walls with Windows: 0=0, 1- 4 = NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more opportunities to identify and extend patterns. Students should
have a variety of strategies to think about growing patterns, including drawing
pictures, using tables, and understanding how parts of the pattern grow. Thinking
about what stays the same and what changes each times helps students develop
number sentences to extend the pattern and work backward.
Box of Cubes: 0=0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students at this grade level should be able to count cubes in a box by looking at
pictures and seeing rows and columns. Given the number of cubes, students should be
able to find 3 numbers that will multiply to that total to determine the dimensions of
the prism. Students need practice drawing 3-dimensional figures to help them think
about volume and surface area.
Knowing Fractions: 0=0, 1- 3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to use a number line to think about the size of fractions and
mixed numbers. Students should understand operations with fractions and use them to
think about size of answers. If a whole number is multiplied by a fraction, will the
answer be more or less than the whole number? What happens when two fractions
are added?
School Fair: 0=0, 1- 3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to read and interpret word problems to determine if the
situation is adding or multiplying. Students should be comfortable adding and
multiplying mixed numbers. Students should be able to draw models to help them
solve word problems and to make sense of the action of a problem.
For the Hundredths Time: 0=0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to use hundredths blocks to model operations with decimals.
Students need to count accurately to interpret the model and represent the solutions
numerically and pictorially. Students should be able to add, subtract, and multiply
simple decimals.
May Date
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all sixth graders on their performance
skills in mathematics using the Silicon Valley MAC Test. The Silicon Valley MAC
Test is designed to measure not only mathematical skills and computation, but to give
a more complete picture of the student’s mathematical performance by examining
how well the student can apply his/her mathematical skills in problem-solving
situations. This assessment is designed to determine if a student understands when to
use a particular mathematical skill, which mathematical tools the student chooses to
solve new problems, how well the student communicates about a set of calculations,
and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Sixth Grade 2012
Core Idea
Task
Score
Ratios & Proportional
Rate Concentrate
SC
Relationships
This task asks students to work with and compare ratios.
Number System
Freezing in Fargo
SC
This task asks students to compare and compute with negative and positive integers to
solve problems about temperature change and average temperature.
Number System
Fraction Match
SC
This task asks students to work with fractions and decimals to order and compare
values of fractions and mixed numbers. It asks students to find equivalents for
decimals, fractions, and percents. The task asks students to solve problems with
addition, subtraction, multiplication and division of fractions and their equivalents.
Expressions & Equations Lattice Fence
SC
This task asks students to identify shapes in a growing geometrical pattern and extend
the pattern. It asks students to identify the relationships or ratios of the shapes to the
number of fence sections and use the relationship and its inverse to solve problems.
Geometry
Unfolding a Box
SC
This task asks students to work with volume and surface using a 3-dimensional
representation. It asks students to use understanding of factoring to find the
dimensions of a square given the area.
MS = Meets Standards
NI = Needs Improvement
0 = Student scored no points on this task
Cut and Paste Chart for Sixth Grade:
Scores
0-9
10-16
17-28
29-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Rate Concentrate: 0 = 0, 1- 2= NI, 3 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more experience working with proportional reasoning and finding
equivalent fractions in the context of increasing a recipe.
Freezing in Fargo: 0=0, 1-4 = NI, 5 or more = MS.
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to work with integers to solve problems. Students need to be
able to add, subtract, multiply and divide positive and negative numbers.
Fraction Match: 0=0, 1- 2 = NI, 3 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to reason about relative size of fractions and decimals using
a number line. Students should have strategies, such as changing all numbers to
decimals to make them easier to compare. Students should be able to do computations
with fractions, decimals and percents.
Lattice Fence: 0 = 0, 1- 4 = NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more practice composing and decomposing geometric shapes. Students
should be comfortable with identifying and extending geometric patterns and using
ratios to solve problems.
Unfolding a Box: 0=0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to work with 3-dimensional figures to find volume and
surface area of a rectangular prism. Students should be able to find the side of a
square if they know the area.
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all seventh graders on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is trying to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Seventh Grade 2012
Core Idea
Task
Score
Ratios & Proportional
Similar Figures
SC
Relationships
This task asks students to look at a set of rectangles on a grid and find similar shapes
by using equivalent fractions or ratios. It asks students to describe the relationships
between figures using scale factor. Students are asked to use scale factor to find area
of a new rectangle.
Probability
How I Roll
SC
This task asks students to work with probability of rolling number cubes by defining
sample space and outcomes, then calculating and explaining the probabilities.
Expressions and
Facts in Fruit
SC
Equations
This task asks students to solve equations for variables using algebraic manipulation
and properties of numbers.
Ratios & Proportional
Breakfast of Champions
SC
Relationships
The Number System
This task asks students to use ratios to find unit rates to solve mathematical and realworld problems.
Ratios & Proportional
To Buy or Not to Buy
SC
Relationships
The Number System
This task asks students to work with and reason about percents in the context of price
mark-ups and discounts.
MS = Meets Standards
NI = Needs Improvement 0 = Student scored no points on this task
Cut and Paste Chart for Seventh Grade:
Scores
0-12
13-19
20-29
30-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Similar Figures: 0=0, 1to 3=NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should frequently use geometry contexts to think about ratios and scale
factor. Students should be able to find equivalent fractions to identify equal ratios.
Students should be able to think about how many times larger or smaller one shape is
compared to another.
How I Roll: 0 = 0, 1 - 3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should know the number of outcomes possible from rolling number cubes
and how strategies such as tree diagrams, tables, organized lists to find the possible
outcomes. Students should know how to set up a probability as the desired outcomes
over the total possible outcomes.
Facts in Fruit: 0 = 0, 1 – 5 = NI, 6 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need opportunities to think about important number properties, such as any
number divided by 1 equals itself. Students need opportunities to work larger
problems where they have to organize their ideas and keep track of what they know.
Breakfast of Champions: 0 = 0, 1- 4=NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be able to find a unit rate and use that rate to solve problems.
Students should be able to find costs of 2 items using multiplication and addition.
To Buy or Not to Buy: 0 = 0, 1- 2=NI, 3 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more practice setting up problems that are unstructured. This task asks
students to think about a 15% mark up and discount. Students at the lower level did
not think to calculate the new price after the mark up or find the sale price. Students
didn’t understand that a good mathematical argument includes using calculations or
evidence to support their ideas.
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all eighth graders on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is trying to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Eighth Grade 2012
Core Idea
Task
Score
Statistics
Best Buy
SC
This task asks students to read and interpret a scatterplot. It asks students to sketch a
line of best fit and use it to solve problems. The task also asks students to compare
values using slope.
Geometry
The Flatpanel
SC
This task asks students to use Pythagorean theorem to find possible dimensions for a
t.v. and reason about how changing the dimensions changes the viewing area. It asks
students to work with squares and square roots to solve problems. To be successful
students need to develop justifications about the effects of changing dimensions on
area.
Geometry
200 Freestyle
SC
This task asks students to understand and interpret a time/distance graph by
comparing and contrasting important features.
Expressions, Equations,
Consumer Sense
SC
& Functions
This task asks students to compare and contrast different pricing schemes for internet
usuage on a tablet. It asks students to develop equations to describe the pricing and
use algebraic tools like break-even and graphing to find out which is the best buy for
different minute usuage.
Number System
Let’s Be Real
SC
This task asks students to work and reason about the relative sizes of fractions,
decimals, repeating decimals, ,an d square roots. It asks students to explain why
numbers are rational and irrational.
MS = Meets Standards
NI = Needs Improvement
0 = Student scored no points on this task
Cut and Paste Chart for Eighth Grade:
Scores
0-12
13-18
19-28
29-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
Best Buy: 0 = 0, 1-4 = NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more work reading and interpreting scatterplots. Students should
understand the how to interpret points that are on the same line location on the y-axis
or same location on the x-axis.
The Flatpanel: 0 = 0, 1-3 = NI, 4 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more work using Pythagorean theorem in context. Students should be
able to find the hypotenuse given the sides or possible sides given the hypotenuse.
Students should be able to use the sides of a rectangle to calculate areas.
200 Freestyle: 0=0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more experiences working with time/distance graphs. Students should
be able to read values for a point on the graph or find the point for a specific value.
Students should be able to understand the context of a situation by interpreting
changes in speed or slope.
Consumer Sense: 0=0, 1-3= NI, 4 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more experience interpreting verbal rules and using them to calculate
values. Many students at this level did not understand how to use the decimal point in
money values. Students should be able to write an equation from a verbal rule.
Let’s be Real: 0=0, 1 – 3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be comfortable converting fractions and square roots to decimals to
compare values. Students should be familiar with the definition of an irrational
number and be able to identify examples.
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all algebra students on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is trying to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourself a
more detailed view of your child’s mathematical performance. _____Student
Name______ achieved an overall performance ranking of level __S__, which
means___ See Cut Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Algebra 2012
Core Idea
Task
Score
Functions and Equations Cycle Shop
SC
This task asks students write equations to describe situations about a bicycle shop and
use them to solve simultaneous equations.
Modeling
Media Surfing
SC
This task asks students to read and interpret a scatterplot. It asks students to
understand the line of best fit as showing a trend in the data and roughly showing
where most points fit.
Functions : Linear and
Represent’n
SC
Quadratic Models
This task asks students to reason about equations and their graphs. Students should be
able to look notice key features, such as linear and nonlinear, negative slope. The task
asks students to match equations to graphs, tables, and geometric contexts.
Building and
Rectiles
SC
Interpreting Functions
This task asks students to interpret a visual model algebraically, find the area of the
model, and use factoring to help design a model with equal area.
Functions: Quadratic
Aussie Fir Tree
SC
Models
This task asks students to analyze and extend a geometric pattern in words, pictures,
tables, and equations. It asks students to justify why a number doesn’t fit the pattern.
MS = Meets Standards
NI = Needs Improvement
0 = Student scored no points on this task
Cut and Paste Chart for Course One/ Algebra:
Scores
0-13
14-21
22-28
29-40
=1
=2
=3
=4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the Student received:
The Cycle Shop: 0 = 0, 1-4 = NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need more experiences using algebra to describe relationships. They should
be able to write equations from a verbal description. Students should know the
difference between expressions and equations. Students should be able to use algebra
to solve two equations with two unknowns.
Media Surfing: 0 = 0, 1-3 = NI, 4 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to read and interpret a scatterplot. Students should be able to
draw a rough line of best fit showing the trend in the data and use the line to answer
questions about the data.
Represent’n: 0=0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students should be able to understand the relationship between equations and graphs.
They should be able to think about key features of an equation and how that will
effect the shape of the graph. Students should be able to match equations to graphs
and tables and make a table of values given the equation.
Rectiles: 0=0, 1-4= NI, 5 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students at this level need to be able to be able to use algebra to interpret geometric
models and find the area of rectangular shapes. Students know how to multiply and
factor polynomials.
Aussie Fir Tree: 0=0, 1 – 5 = NI, 6 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
Students need to be comfortable analyzing growing patterns and be able to use
algebra to describe the pattern. Students should be able to extend the pattern in words,
numbers, and develop arguments to show why something doesn’t fit the pattern.
School District
Address
City, CA Zip
Dear Parent or Guardian,
In March Name of School District tested all geometry students on their
performance skills in mathematics using the Silicon Valley MAC Test. The Silicon
Valley MAC Test is designed to measure not only mathematical skills and
computation, but to give a more complete picture of the student’s mathematical
performance by examining how well the student can apply his/her mathematical skills
in problem-solving situations. This assessment is trying to determine if a student
understands when to use a particular mathematical skill, which mathematical tools the
student chooses to solve new problems, how well the student communicates about a
set of calculations, and how the student uses the calculations to make decisions.
This test was administered by 40 local school districts in the Bay Area but is
also given nationally and internationally. A nation-wide panel of educators in
mathematics sets the standards and scoring expectations. A data comparison of the 40
local school districts is generated.
A breakdown by task of____Student Name_’s______________ performance
on this year’s assessment is given below. You may look at your student’s test during
conference times and ask to see examples of other student work to give yourselfmore
detailed view of your child’s mathematical performance. _____Student Name______
achieved an overall performance ranking of level __S__, which means___ See Cut
Sheet_____________________
Descriptor of Level.
Below are some suggestions, which might help your child improve
performance:
Insert paragraph for each task the student scored below standards.
We would like to continue the partnership between home and school. If you
have questions about your child’s performance or want further suggestions on
activities to do at home, you are encouraged to discuss this with the classroom
teacher.
Sincerely,
Teacher Name
Name of School
Balanced Assessment Test –Geometry 2012
Core Idea
Task
Score
Congruence
Flip Sliding Away
SC
This task asks students to show their understanding of transformational geometry by
working with reflections, slides, and rotations on a coordinate grid.
Circles
Jeff’s Circles and Squares
SC
Measurement &
Dimensions
This task asks students to work with inscribed and circumscribed circles to reason
about the area and side lengths of squares and areas of circles. It asks students to
reason about angles of a triangle inscribed in square and use that to find side lengths
and area.
Congruence
Equal Areas?
SC
This task asks students to justify or disprove conjectures about quadrilaterals.
Similarity
Company Logo
SC
This task asks students to work with a proof of Pythagorean theorem to explain
relationships within a complex figure.
Similarity
Trapezoid Blocks
SC
This task asks students to use scale factor to work with similar trapezoids and
calculate areas and perimeters of new figures.
MS = Meets Standards
NI = Needs Improvement
0 = Student scored no points on this task
Cut and Paste Chart for Geometry:
Scores
0 – 13 = Level 1
14 – 19 = Level 2
20 – 28 = Level 3
29 – 40 = Level 4
A level 1 means Demonstrates Minimal Success. The student showed minimal
evidence of performing at the level of the standards. Much of the response was either
fragmented or non-existent.
A level 2 means Performance Below Standards. The student showed some evidence
of performing at the level of the standards, but overall the performance did not
consistently meet the standards.
A level 3 means Performance at Standards. The student performed at a level that met
the standards.
A level 4 means Achieves Standards at a High Level. The student performed at a
high level on the tasks and consistently achieved the standards.
Scores by Task:
If the student received:
Flip Sliding Away: 0 = 0, 1-3 = NI, 4 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
You should meet with the teacher to review student progress.
Jeff’s Circles & Squares: 0 = 0, 1-3 = NI, 4 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
You should meet with the teacher to review student progress.
Equal Areas?: 0=0, 1-2 = NI, 3 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
You should meet with the teacher to review student progress.
Company Logo: 0=0, 1-4= NI, 5 or more =MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
You should meet with the teacher to review student progress.
Trapezoid Blocks: 0=0, 1 – 4 = NI, 5 or more = MS
If the student received NI insert the following paragraph after “some suggestions for
improvement:
You should meet with the teacher to review student progress.