Sixth Survey of Mathematics 2000: Examples
Assessment of Achievement Programme
What is the Assessment of Achievement Programme?
The Assessment of Achievement Programme (AAP) was established by the Scottish Office
Education and Industry Department in 1981 to monitor the performance of pupils in
Scottish schools in particular areas of the curriculum. Since 1983, there have been regular
surveys in three core curricular areas:
- English language
- mathematics
- science
The main objectives of the AAP are to:
- assess what pupils in P4, P7 and S2 know and can do
- provide information on performance in relation to the levels defined in the 5-14 National Guidelines
- provide evidence about changes in performance over time.
The surveys are intended to inform SEED, education authorities, teachers and other interested parties about the achievement of pupils.
THE INFORMATION PACK
This booklet is part of the Information Pack on the results of the 2000 Mathematics survey. The pack also includes a booklet which summarises the survey's findings and issues.
Copies of the pack have been distributed to all primary and secondary schools in Scotland.
Additional copies are available from the AAP National Co-ordinator, SEED, 2A Victoria
Quay, Edinburgh EH6 6QQ Telephone 0131-244-0154.
Introduction
This booklet is part of the Information Pack for schools summarising the results of the sixth survey of mathematics in the Assessment of Achievement Pro gram:ne carried out in 2000. It gives examples of the types of questions used in the survey. Some of these show examples of good pupil responses; others illustrate areas of weakness.
The greater part of the booklet presents examples taken from the written assessments. These are organised by stage and then by reporting category (strand). All the items presented here for P4 are at Level B, those for P7 at Level D and those for S2 at Level E. The percentage of pupils who answered the question correctly is shown for each item. The Level D and Level E items were used at both P7 and S2 50 two percentages are shown, one for each stage. A brief comment is offered on the pupils' performance on each item.
The examples for each stage end with a set of questions used to assess mental calculation and a few examples of the type of problem solving question used in the survey.
For this booklet the questions have been photographically reduced from their original size. In the survey there were two questions per each side of A4.
