1. business and industrial
2. business operations
3. business plans

Grade 7 Scoring Guides
Reading Comprehension — Written-Response Question
Snapshot
1
2
3
4
Response is generally
inaccurate or insufficient
support. Demonstrates
limited understanding or
a misreading of the
passage(s) and/or
the task.
Response is partially
accurate; may lack
support; may be incomplete. Demonstrates an
understanding of the gist
of the passage(s) and
task.
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 accurate,
complete and supported
with text-based information; may be insightful.
Demonstrates a thorough
understanding of the
passage(s).
FOUNDATION
SKILLS ASSESSMENT
SAMPLE BOOKLET
Focused (Shorter) Writing — Personal Response
Snapshot
1
2
3
4
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.
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 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 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.
Extended (Longer) Writing — Informal Essay
Snapshot
1
2
3
4
The writing is not
completed. The writing is
a series of looselyconnected ideas with no
sense of development or
purpose. The language is
simple and repetitive,
with frequent errors.
The writing is somewhat
general but it does
provide some detail and a
viewpoint. The writing is
a list of relevant ideas
with limited development. The language is
clear but with limited
variety. May have some
errors in common
language.
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 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.
Student PEN:
1
2
3
4
The work shows little
understanding of the
problem; unable to use an
appropriate strategy.
The work shows some
understanding of the
problem; the solution or
strategy may be incorrect
or incomplete.
The work shows general
understanding of the
problem; appropriate
strategy, but may have a
partial solution.
The work shows complete
understanding of the
problem; appropriate
strategy used and
accurate solution.
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
M A R K E R U S E O N LY
Score
Reading
Name of Student:
Numeracy — Written-Response Questions
Snapshot
Student Response Booklet – GRADE 7
Writing
(Shorter)
School Name:
Writing
(Longer)
Classroom:
© 2013 Province of British Columbia
Numeracy 1
Numeracy 2
Parents: results attached
to inside front cover.
Attach Student FSA Results Here
Information for Parents
About the Foundation Skills Assessment (FSA)
• FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills
acquired in a single grade.
• The primary purpose of FSA is to help schools, school planning councils, school districts and the
province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information.
• FSA results can show students, parents and teachers where students are doing well and skills they need to work on.
• FSA is only one measure of student learning. It complements regular classroom assessment by teachers.
• FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers.
• FSA results do not count towards the student’s report card marks.
• Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm
School, District and Provincial Results
• School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results
• Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/
• Questions about school or district results should be directed to the school principal, the school
planning council or the superintendent.
• FSA results can help schools and districts see if they are making improvements from one year to
the next.
• The goal is for each school to improve student achievement over time. Ranking schools in
comparison to each other does not support this approach.
For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/
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.
Grade 7 – Sample Booklet
Page 1
© 2013 Province of British Columbia. All rights reserved.
Read this comic strip about a unique invention.
Grassoline
by Tom LaBaff
1
3
6
2
4
5
7
8
Page 2
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
9
10
12
11
14
13
15
16 17
“Grassoline.” Tom LaBaff. Nelson Literacy. pp. 90–91. Nelson Education Ltd.
Grade 7 – Sample Booklet
Page 3
© 2013 Province of British Columbia. All rights reserved.
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
Page 4
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
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
Grade 7 – Sample Booklet
Page 5
© 2013 Province of British Columbia. All rights reserved.
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)
Score
END OF PART 2
Wait until your teacher
tells you to go ahead.
Page 6
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
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
3 minutes
1 minute
5 minutes
15 minutes
5 minutes
Overview and Directions to the Student
Writing Topic and Student Questions
Criteria
Planning
Written Work
Look Back on Your Writing
Instructions for Students
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.
Grade 7 – Sample Booklet
Page 7
© 2013 Province of British Columbia. All rights reserved.
Writing Topic
“Saving the Environment”
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)
“Saving the Environment”
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
❑
Page 8
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Planning Page
“Saving the Environment”
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
Impact
•
•
•
•
•
•
Final thoughts
This page will NOT be marked.
Grade 7 – Sample Booklet
Page 9
© 2013 Province of British Columbia. All rights reserved.
Written Work
“Saving the Environment”
Remember to double-space your writing.
Page 10
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Score
END OF PART 3
Wait until your teacher
tells you to go ahead.
Grade 7 – Sample Booklet
Page 11
© 2013 Province of British Columbia. All rights reserved.
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
5 minutes
Written Work
Look Back on Your Writing
Instructions for Students
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.
Page 12
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Writing Topic
“Making the Most of Your Grade Seven Year”
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)
“Making the Most of Your Grade Seven Year”
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
❑
Grade 7 – Sample Booklet
Page 13
© 2013 Province of British Columbia. All rights reserved.
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.
Ide
Idea:
a:
The advice I
would give is…
Ide
a:
This page will NOT be marked.
Page 14
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Written Work
“Making the Most of Your Grade Seven Year”
Remember to double-space your writing.
Grade 7 – Sample Booklet
Page 15
© 2013 Province of British Columbia. All rights reserved.
Page 16
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Grade 7 – Sample Booklet
Page 17
© 2013 Province of British Columbia. All rights reserved.
Score
END OF PART 4
Wait until your teacher
tells you to go ahead.
Page 18
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
GRADE 7
Part 6
(30 minutes)
NUMERACY
Instructions for Students
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.
Grade 7 – Sample Booklet
Page 19
© 2013 Province of British Columbia. All rights reserved.
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.
500 mL
1L
5¢
10¢
2L
20¢
Show ALL your work.
(4 marks)
Score
Page 20
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
2. In January, the intermediate classes spent every day
raising money for the Food Bank.
Day
Money Raised Each Day
1
$20.00
2
$25.00
3
$30.00
4
$35.00
•
•
•
31
Total for month
•
•
•
?
The
Food
Bank
$ __________
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)
Grade 7 – Sample Booklet
Page 21
© 2013 Province of British Columbia. All rights reserved.
Score
END OF PART 6
Page 22
Grade 7 – Sample Booklet
© 2013 Province of British Columbia. All rights reserved.
Information for Parents
Sample FSA Grade 7 Multiple-Choice Questions
Reading
Read about the adventures of two men who attempt to fulfill a dream.
High-Altitude Surfers
by 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.
1
pressurized gondola: enclosed cabin suspended beneath the balloon.
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.
B.
C.
D.
1 ½ hours
2
2 ½ hours
3 hours
2. Mrs. Adams compared the costs
of the following sizes of juice.
Which size would be the best buy?
A.
B.
C.
D.
250 mL
1L
2L
3L
More samples can be viewed at: www.bced.gov.bc.ca/assessment/fsa_sample.htm
Actual questions are kept secure and reused from time-to-time.
1. What were Piccard and Jones
trying to achieve?
A. to cruise jet streams.
B. to travel non-stop around
the globe
C. to experience life in a
pressurized gondola
D. 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.)
lifting off
from
Switzerland
travelling
towards
India
?
crossing the
Atlantic at
160 km/hr
A. drifting across Europe
B. travelling towards Africa
C. flying over the mountains of
Canada
D. 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 jet
B. rolling with a wave
C. playing a game of tag
D. 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)
Size
Cost
250 mL
1L
2L
4L
3 for $1.19
$1.47
$2.65
$5.79
landing in
the Egyptian
desert
Attach Student FSA Results Here
Information for Parents
About the Foundation Skills Assessment (FSA)
• FSA measures basic reading, writing, and numeracy skills over school years to date, not just skills
acquired in a single grade.
• The primary purpose of FSA is to help schools, school planning councils, school districts and the
province evaluate how foundations skills are being addressed and make plans for improvement. The secondary purpose is to provide individual student information.
• FSA results can show students, parents and teachers where students are doing well and skills they need to work on.
• FSA is only one measure of student learning. It complements regular classroom assessment by teachers.
• FSA results help focus home and school discussion on how to improve student learning. Parents should feel free to discuss results with their children’s teachers.
• FSA results do not count towards the student’s report card marks.
• Sample FSA questions can be viewed at: www.bced.gov.bc.ca/assessment/fsa/sample_tests.htm
School, District and Provincial Results
• School, district and provincial results will be available before the end of the school year. See: www.bced.gov.bc.ca/assessment/fsa/results
• Schools receive information about how their students did on specific test questions. This information is available at: www.edudata.ca/apps/fsa_item/
• Questions about school or district results should be directed to the school principal, the school
planning council or the superintendent.
• FSA results can help schools and districts see if they are making improvements from one year to
the next.
• The goal is for each school to improve student achievement over time. Ranking schools in
comparison to each other does not support this approach.
For more information on FSA, please see: www.bced.gov.bc.ca/assessment/fsa/
Grade 7 Scoring Guides
Reading Comprehension — Written-Response Question
Snapshot
1
2
3
4
Response is generally
inaccurate or insufficient
support. Demonstrates
limited understanding or
a misreading of the
passage(s) and/or
the task.
Response is partially
accurate; may lack
support; may be incomplete. Demonstrates an
understanding of the gist
of the passage(s) and
task.
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 accurate,
complete and supported
with text-based information; may be insightful.
Demonstrates a thorough
understanding of the
passage(s).
FOUNDATION
SKILLS ASSESSMENT
SAMPLE BOOKLET
Focused (Shorter) Writing — Personal Response
Snapshot
1
2
3
4
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.
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 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 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.
Extended (Longer) Writing — Informal Essay
Snapshot
1
2
3
4
The writing is not
completed. The writing is
a series of looselyconnected ideas with no
sense of development or
purpose. The language is
simple and repetitive,
with frequent errors.
The writing is somewhat
general but it does
provide some detail and a
viewpoint. The writing is
a list of relevant ideas
with limited development. The language is
clear but with limited
variety. May have some
errors in common
language.
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 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.
Student PEN:
1
2
3
4
The work shows little
understanding of the
problem; unable to use an
appropriate strategy.
The work shows some
understanding of the
problem; the solution or
strategy may be incorrect
or incomplete.
The work shows general
understanding of the
problem; appropriate
strategy, but may have a
partial solution.
The work shows complete
understanding of the
problem; appropriate
strategy used and
accurate solution.
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
M A R K E R U S E O N LY
Score
Reading
Name of Student:
Numeracy — Written-Response Questions
Snapshot
Student Response Booklet – GRADE 7
Writing
(Shorter)
School Name:
Writing
(Longer)
Classroom:
© 2013 Province of British Columbia
Numeracy 1
Numeracy 2
Parents: results attached
to inside front cover.