Council of Ministers of Education, Canada

• Overview
• Pan-Canadian Assessment Program (PCAP)
  • Overview
  • PCAP 2023
  • PCAP 2019
  • PCAP 2016
  • PCAP 2013
  • PCAP 2010
  • PCAP-13 2007
  • SAIP 1996-2004
• Programme for International Student Assessment (PISA)
• Programme for the International Assessment of Adult Competencies (PIAAC)
• Progress in International Reading Literacy Study (PIRLS)
• International Computer and Information Literacy Study (ICILS)
• Trends in International Mathematics and Science Study (TIMSS)
• Teacher Education and Development Study - Mathematics (TEDS-M)
• Common European Framework of Reference for Languages (CEFR)
• Learning Assessment Data for Researchers

 

 

The SAIP 2001: Report on Mathematics III Assessment was written in April and May 2001, by about 41,000 students from all 13 jurisdictions. Among these students

• 24,000 were 13 years old
• 17,000 were 16 years old
• 33,000 wrote the assessment in English
• 8,000 wrote the assessment in French
• Quebec 16 year olds did not participate in this SAIP

The CMEC Student Achievement Indicators Program (SAIP) is an assessment tool that was designed to determine student achievement in relation to Canada-wide standards. SAIP was conducted on a cyclical basis in science, mathematics, and reading and writing, with the results provided on a pan-Canadian and a jurisdictional basis.

Performance is reported on a five-point scale, with one being the lowest and five the highest. Most 13-year-olds are expected to achieve at least level 2, while most 16 year-olds should achieve level 3 or better.

Half of the students were tested in mathematical content and the remainder in problem solving. Highlights of the findings from the CMEC report include the following:

• In mathematics content and problem solving, roughly two-thirds of 13-year-olds reached level 2 and above. Over 25 per cent reached level 3 and above.
• In mathematics content and problem-solving, nearly half of 16-year-olds reached level 3, the target level set by test designers.
• In mathematics content, slightly more boys than girls in both age groups achieved at higher levels.
• A higher percentage of 13-year-old francophones achieved levels 2 and 3 than anglophones in both mathematical content and problem solving.
• Compared to the results from the 1997 SAIP Mathematics assessment, in mathematics content in 2001 more 13-year-olds achieved level 2, but fewer 16-year-olds achieved level 3. In problem solving, more students achieved higher levels in both age groups.