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 1997: Report on Mathematics II Assessment was administered in April and May 1997 to a random sample of student drawn from all jurisdictions.  Of the 48,000 students in the sample,

 

 

• 26,000 were 13-year-olds
• 22,000 were 16 year-olds
• 36,000 completed the assessment in English
• 12,000 completed the assessment in French

 

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.

 

In the SAIP 1997 Mathematics Assessment, students were randomly assigned to an assessment of either mathematical content or problem solving.  The mathematical content component focused on their knowledge of numbers and operations, algebra and functions, measurement and geometry, and data management and statistics.  The problem-solving component covered their skills with regard to a range of problems and solutions such as using numbers and symbols, reasoning and constructing proofs, making inferences from databases, pursuing evaluation strategies, and demonstrating communication skills.

 

 

The results provide useful information on the difference in knowledge of mathematical content and in problem-solving skills between the two age groups:

 

• In mathematical content, almost 60 per cent of 13-year-olds were at level 2 or higher, with just over 28 per cent at levels 3, 4, or 5.
• Seventy nine per cent of 16-year-olds were at level 2 or above in mathematical content and 60 per cent achieved at level 3 or higher. In problem solving, slightly more than 52 per cent of 13-year-olds were at level 2 or above, with 15 per cent at level 3 or higher.
• For 16-year-olds, the problem solving results showed that almost 40 per cent were at level 3 or above.