Ministry of Education, Youth & Information

Student Assessment Unit

Test Preparation Booklet

TEACHER EDITION

Every Child Can Learn, Every Child Must Learn

 Table of Contents
The Purpose of this Document ..................................................................................................... 3

How to use this document............................................................................................................. 4

Webb’s Depth of Knowledge........................................................................................................ 5

The 21st Century Skills ................................................................................................................. 6

How to Respond to Items ............................................................................................................. 7

Single Selected Response .......................................................................................................... 7

Multiple Selected Response ...................................................................................................... 8

Table-Grid Items ....................................................................................................................... 9

Order Match ............................................................................................................................ 10

Constructed Response Items .................................................................................................. 11

Science Sample Items and Solutions ......................................................................................... 14

Grade Five Mock Performance Tasks (Science) .................................................................. 26

Language Arts Sample Items and Solutions............................................................................. 47

Grade Five Mock Performance Tasks (Language Arts) ..................................................... 58

Social Studies Sample Items and Solutions .............................................................................. 69

Grade Five Mock Performance Tasks (Social Studies) ....................................................... 80

Mathematics Sample Items and Solutions ................................................................................ 95

Grade Five Mock Performance Tasks (Mathematics) ...................................................... 107

Conclusion ................................................................................................................................. 119

2
The Purpose of this Document
The Primary Exit Profile (PEP) is a series of evidence-centred assessments that provide a
summary of the competencies students have acquired during their years of primary education.
This evidence is collected over a three-year period (Grades 4, 5 and 6) from students’ responses
to different types of assessment items. Each item type permits the measurement of different
knowledge and skills, hence allowing for a more comprehensive report to be generated for each
child.

This document seeks to expose stakeholders to the various item types, the knowledge and skills
they measure, how students are expected to respond and how students’ responses are likely to be
assessed. It is expected that teachers, in particular, will use this document as a guide in their
preparation of students.

3
How to use this document
This document contains samples of assessment items and performance tasks in mathematics,
social studies, language arts and science. These items are accompanied by the solutions/keys, the
DOK levels of the items, the objective the items seek to measure, and sample responses. The
student version of this document contains only the items and instructions for student responses. It
is expected that as the teacher you will use the teacher version as a guide in helping students with
their responses. It is recommended that you do the following after administration:

• Use the document to introduce students to layout/design of the actual assessment

document and item types, not as a test.
• Go through the students’ responses and guide them through the process of determining
the correct responses.
• Note instances where students got the responses to the items incorrect and use this to
identify gaps in students learning of the content, process or procedure.
• Emphasise the engagement of the students’ critical thinking skills by asking probing
questions which will inform the students’ response to the items. Questions such as:
▪ What do you think is the answer?
▪ Why do you think that?
▪ How did you get to your response?
▪ Can you explain some more?
▪ What other questions do you have?
• Gauge your students’ achievement of the objectives related to the items and use this to
help plan your intervention strategies.

4
Webb’s Depth of Knowledge
The assessments to be administered under PEP are designed using Webb’s Depth of Knowledge
(DOK). Webb’s DOK is a cognitive demand scale that ranks assessment tasks based on the level
of thinking required to complete the task. There are 4 levels:
• Level 1 – Recall and Reproduction What else can be
• Level 2 – Skills and Concepts done with the
• Level 3 – Extended Thinking knowledge?
• Level 4 – Strategic Thinking
DOK 4
Why can the Extended
knowledge be used? Thinking
DOK 3 ______________
How can the
knowledge be used? Strategic
DOK 2 Thinking What is the
impact?
_____________
What is the
What is the Basic influence?
knowledge? Application Why did it What could/
DOK 1 of Skills and happen? would happen?
Concepts How/why can What do you
Recall & _______________ you use it? believe/ feel/
Reproduction How does/ did it What is the think?
happen? cause/effect? What can you
_________________
How does/did it What create/ design/
Who? develop?
work? distinguishes/indi
What? cates?
How is/ was it
Where? used? What is the
reason?
When? What is the
answer/outcome/re What is the
How? sult? relationship?
Why?

5
The 21st Century Skills
The National Standards Curriculum seeks to equip all students to be successful participants in the
21st century society. As such, it emphasizes the development of four key skills, in all subject
areas, at all grade levels. These skills (referred to as the 4Cs) are:
• Critical thinking
• Communication
• Creativity
• Collaboration
The assessments under PEP will seek to measure students’ acquisition of these skills.

6
How to Respond to Items
Single Selected Response
This item type presents a stem and/or stimulus followed by four to six options from which
students are to select ONE by shading in the bubble that corresponds with their choice. If more
than one option is selected, the response will be marked incorrect. Students should ensure that
they completely fill in the bubble and do not make any stray marks on the page.

Solution

7
Multiple Selected Response
This item type presents a stem/and or stimulus followed by four to eight options from which
students are to either select the number of responses indicated in the stem or all the options that
they perceive to be correct responses to the stem. If the incorrect combination of options is
selected, the response will be marked incorrect. No partial credit is awarded.

Solution

8
Table-Grid Items
The item’s response grid may appear slightly different from item to item but the general response
area looks like the image below.

Students are expected to read the column headings and each row before making a selection to
ensure that they understand the relationships being represented. They will then reread each row
and tick/shade the cell under the column heading that corresponds with their answer.

Typically, only one tick/bubble per row is permitted. Any response with more than one
tick/bubble in a row will be marked as incorrect unless otherwise stated.

9
Order Match
Order match items present a stem and/or stimulus along with a list of options from which the
student is required to select the appropriate options then use them to complete a statement or
table. The student is required to shade the selected options in the correct order so that the
completed stimulus is correct. There may be multiple correct answers, but the student is only
required to give one.

Solution

10
Constructed Response Items
Constructed response items do not have options for students to select from. The student is
required to read the stem and stimulus then write their answer in the space provided. In extended
constructed response items, students may be asked to explain or justify their answer. In these
instances, the student is expected to describe in detail how they arrived at their answer often
making references to the information provided. Complete sentences (in standard Jamaican
English and/or using appropriate Mathematical symbols) should be used to express their
thoughts. As a part of helping students develop good communication skills, teachers should help
students to learn how to organize their thoughts in writing through multiple classroom activities.
Care should also be taken in helping students learn how to present the information on the page.
See the table below for the expectations based on the terms used in the stem:

Identify the similarities between the two ideas,

Compare pointing out any that are particularly
significant

Identify the difference between two ideas,

Contrast pointing out any that are particularly
significant

Give details about how and why something

Explain
occurs.

Justify Give evidence to support an idea/point of view

Present, in logical order, the stages that result

Show how…
in something

Give only the main points stated in the

Summarize
stimulus, in a concise way

Responses that are partially erased will not be credited.

Students should also practise writing their response in the space provided as indicated overleaf.

11
 Student’s
response
should be
written here

12
Sample Items
and
Solutions

13
 Science

Item Type:

Science Sample Items and Solutions Order Match

DOK Level: 2
Item 1

Carol wants to determine how hard three minerals, Mineral A, Mineral B Primary Knowledge
and Skills measured:
and Mineral C, are. The results of Carol’s experiment are shown in the
• Analysing and
table below.
interpreting data
Mineral X Mineral Y
• Examine a selection
Mineral A scratches No No of materials/objects
to determine the
Mineral B scratches No Yes transparency,
absorbency,
Mineral C scratches Yes Yes
strength, magnetic
property, and heat
Place the three minerals, Mineral A, Mineral B and Mineral C, in order conductivity of
materials in
according to how hard they are, from most hard to least hard. Shade the everyday use.
letter of the minerals in order of hardness.

Most Hard Least Hard

Scoring:
• Level 2
Student correctly
orders the three
minerals or student
correctly orders any
Solution:
two minerals.
• Level 1
Student has one
correct.
• Level 0
Student incorrectly
orders all three
minerals.

14
 Science
Item Type:
Item 2 Select Response –
Single Selected
Response
Which situation below shows the effects of loud sounds on humans?
The baby slept for several hours because of the music her mom
DOK Level: 2
played.

The lady had to move closer to the radio to hear the music it was
playing. Primary Knowledge
and Skills measured:
The child lost some of her hearing because she stood too close to
• Analysing and
the speaker at the party.
interpreting data
The boy loves to hear the sound of the rain falling on the ground.
• Obtaining and
evaluating
information
Solution: • Explain why loud
sounds can be
Correct answer C harmful

Scoring:
• Level 1
Correct option
choses

• Level 0
Incorrect option
chosen

15
 Science
Item Type:
Select Response –
Item 3 Multiple Selected
Response
The picture shows a common human activity. Use the picture to answer
the question which follows.

DOK Level: 3

Primary Knowledge
and Skills measured:
• Outline the effects
of human activities
on the environment
• Analysing and
interpreting data

Based on the picture, which two (2) statements are likely effects that the Scoring:
human activity can have on the environment?
• Level 2
The activity can add large amounts of carbon dioxide to the Both correct options
atmosphere. chosen

The activity can make the river unsafe for animals that depend on it. • Level 1
The activity can lead to an increase in the number of fish that live in Only 1 of the two
correct options
the river.
chosen
The activity can cause the growth of germs and bacteria in the water.
• Level 0
No correct option
chosen
Solution:
Correct options are B and D

16
 Science
Item Type:
Table Grid
Item 4

DOK Level: 2
For each of the following, indicate by shading under the column whether
you agree or disagree with the statements about legal and illegal drugs.

Statement Agree Disagree Primary Knowledge

A drug that can be and Skills measured:
bought at the
• Classify commonly
pharmacy is a legal
drug. used drugs as legal or
illegal.
Only illegal drugs can
have a harmful effect • Analysing and
on the body. interpreting data

A drug that can be • Evaluating

bought at the information
pharmacy without a
prescription is an
illegal drug.
Scoring:
• Level 3
Solution: All 3 correctly
shaded
Statement Agree Disagree
A drug that can be • Level 2
bought at the Any 2 correctly
pharmacy is a legal shaded
drug.
Only illegal drugs can • Level 1
have a harmful effect Only 1 correctly
on the body. shaded
A drug that can be
• Level 0
bought at the
pharmacy without a None correctly
prescription is an shaded
illegal drug. NOTE: only one shade
circle is allowed for
each row. More than
one shaded circle in a
row will not be scored
17
 Science

Item Type:
Item 5 Order Match

Below is a diagram showing the human digestive system. Use the

information to complete the activity that follows. DOK Level: 1

Primary Knowledge
and Skills measured:
• Identify selected
organs in the human
digestive system
(mouth, oesophagus,
stomach, small
intestine, large
intestine) and
outline the path food
travels from mouth
to anus.

Shade the number that identifies the organ in the diagram above.
Scoring:

• Level 2
Student correctly
identifies all 4
organs.
• Level 1
Student correctly
identifies 2 or 3
organs.
Solution:
• Level 0
Student correctly
identifies 1 organ or
does not correctly
identify any of the
organs.

18
 Science
Item Type:
Order Match
Item 6

The list below contains the names of organs associated with the digestive DOK Level: 2
system.
A. small intestine D. oesophagus
Primary Knowledge
B. stomach E. mouth
and Skills measured:
C. large intestine F. anus
• Identify selected
organs in the human
Shade the letter that corresponds to the word found in the list above so that digestive system
the resulting sentence is correct. Use all the options. Some options may (mouth, oesophagus,
be used more than once. stomach, small
intestine, large
intestine) and
Food enters our body through our . From there the
outline the path food
food travels to the through a narrow tube called the travels from mouth
to anus.
. The food will then leave the
• Analysing and
and enter the . The food like matter will move interpreting data

from the and enter the

The waste material will then leave the body through the
Scoring:

. • Level 3
Student correctly
Solution: places all 6 words in
their correct
Food enters our body through our . From there the location.
• Level 2
food travels to the through a narrow tube called the
Student correctly
. The food will then leave the places 4 or 5 words
in their correct
and enter the . The food like matter will move location.

from the and enter the • Level 1

Student correctly
The waste material will then leave the body through the
place 2 or 3 words
in their correct
. location.
• Level 0
1 word chosen
19 correctly or no
words chosen
correctly
 Science
Item Type:

Item 7 Select Response –

Single Selected
Response

Below are drawings students did after investigating the properties of

light and how it interacts with objects of different characteristics.
DOK Level: 3

Primary Knowledge
and Skills measured:
• Investigate the
interaction of light
with materials that
are shiny, dull,
transparent,
translucent and
Which statement represents the most likely conclusion the students could
opaque
make based on the observations they made.
Light travels very fast and it passes through some objects. • Investigate the
interaction of light
A shadow is formed when light comes in contact with opaque with lenses/mirrors
objects.
• Analysing and
Light travels in a straight line and interacts with objects in the interpreting data
same way.

When light comes in contact with shiny surfaces it changes

direction
Scoring:
• Level 1
Solution:
Correct option
Correct answer D choses

• Level 0
Incorrect option
chosen

20
 Science
Item Type:
Item Type:
Table Grid
Item 8 Table Grid

DOK Level: 2
For each of the following, indicate by shading under the column whether
you agree or disagree with the statements about human activities and the
effects they have on the environment. Primary Knowledge
and Skills measured:

Statements Agree Disagree • Evaluating

The cutting down of large numbers of information
trees can result in flooding in low lying
communities. • Outline the effects
The cutting down of large numbers of of human activities
trees can affect the rainfall in an area. on the environment

The practice of replanting trees will not

help to reduce the greenhouse effect.

Scoring:

Solution: • Level 3
All 3 correctly
Statements Agree Disagree shaded
The cutting down of large numbers of
trees can result in flooding in low lying
communities. • Level 2
The cutting down of large numbers of Any 2 correctly
trees can affect the rainfall in an area. shaded

The practice of replanting trees will not • Level 1

help to reduce the greenhouse effect. Only 1 correctly
shaded

• Level 0
None correctly
shaded
NOTE: only one
shade circle is
allowed for each row.
More than one shaded
circle in a row will
not be scored
Item 9
21
 Science

The bar graph shows the results of a year long school exercise
programme. Some students were asked to exercise 1-2 days a week, and
some students were asked to exercise 3-4 days a week, while other DOK Level: 3
students were asked to exercise 5 days a week. One group of students did
no exercise.
Primary Knowledge
Bar Graph Showing the Percentage of the and Skills measured:
School's Population that is Obese after Exercise
• Assess the causes of
Programme
obesity, diabetes and
45 malnutrition
Percentage of Obese Students

40
35
• Analysing and
30
interpreting data
25
20
15 • Making predictions
10 and using evidence
5 to support an idea.
0
no days 1 - 2 days 3 - 4 days 5 days

Number of Days of Exercise each Week Scoring:

• Level 3
All three correctly
Based on the information in the bar graph, indicate by shading under the shaded
column, whether there is evidence to support the statement, or there is no
evidence to support the statement.
• Level 2
Any two correctly
Evidence to No Evidence
Statement shaded
support to Support
The more children exercise
• Level 1
the more likely they will
Only one correct
become obese.
shaded
There are more girls who
are obese than boys. • Level 0
None correctly
Less than 15% of children
shaded
may become be obese if
they exercise 5 days a week. NOTE: only one
shaded circle is
allowed for each row.
More than one shaded
circle in a row will not
22
be scored.
 Science

Solution:

Evidence to No Evidence
Statement
support to Support
The more children exercise
the more likely they will
become obese.

There are more girls who

are obese than boys.
Less than 15% of children
may become be obese if
they exercise 5 days a week.

23
 Science

Item Type:
Item 10
Order Match

The table below gives a description of three different mixtures.

DOK Level: 1

The mixture contained tiny

Mixture A solid particles that did not
dissolve and sank in the liquid. Primary Knowledge
The mixture contained salt and and Skills measured:
Mixture B
water.
The mixture contained tiny • Demonstrate the
Mixture C particles that could be seen separation of selected
floating throughout the liquid. types of mixtures
using various
techniques.
The statements below are methods that could be used to separate each
mixture. Select the mixture A, B or C on the right that is best separated by
• Analysing and
the method on the left.
interpreting data

Method Mixture
Boil the mixture so that the
Scoring:
water evaporates leaving the
solid material behind. • Level 3
All 3 mixtures
correctly shaded
Allow the particles to settle to
the bottom of the liquid and • Level 2
gently pour off the liquid. Any 2 correctly
shaded

Pour the mixture through filter • Level 1

paper and collect the particles. Only 1 correctly
shaded

24
 Science

Solution:

Method Mixture
Boil the mixture so that the
water evaporates leaving the
solid material behind.

Allow the particles to settle to

the bottom of the liquid and
gently pour of the liquid.

Pour the mixture through filter

paper and collect the particles.

25
 Science

Grade Five Mock Performance Tasks

(Science)
General Instructions:

This task has six questions. You are to complete all six questions.

Fuel for a Wining Athlete

The school coach (Coach Brown) has invited you and two other students,
John and Mary, to join the coaching team at your school. The coaching
team is responsible for preparing the school team for next year’s Junior
Athletic Championships. The boys and girls on the school team include
runners, hurdlers, high and long jumpers.

Your first task is to help the coach to decide on the athletes’ meal plan for
the first day of competition. Coach Brown provides two documents to
assist you in planning the meal. They are:

1. A Food Pyramid with general nutritional guidelines for all persons,

and
2. An article with the nutritional guidelines for young athletes.

Instructions to begin:
Carefully examine the Food Pyramid and read the article provided by the
coach. These will help you to answer the questions which follow.

26
Science

27
 Science

Article

REACHING THE FINISH LINE

Young athletes who want to maintain proper growth and to perform well
in athletic competitions should eat a well-balanced diet. An ideal diet is
made up of 45% to 65% carbohydrates, 10% to 30% protein, and 25% to
35% fat. Fluids are very important for maintaining hydration. Good
hydration begins before the athletes even set foot on the track or playing
field. Student athletes should drink water or fluids before, during and after
athletic events to prevent dehydration.

The timing of meals is important to ensuring top performance. Meals

should be eaten a minimum of three hours before an athletic event. On the
day of the competition, meals should focus on carbohydrates for energy.
Proteins should be spread throughout the day. Snacks should be eaten one
to two hours before an event. Recovery foods should be consumed 30
minutes after an event and again within one to two hours after an event.
Recovery foods allow muscles to rebuild. These foods should include
protein and carbohydrates.

Adapted from: Sport nutrition for young athletes

Question
1. Look at the statement below. Place a (✓) in the box to match the
source that supports each statement.

Tick only one box for each statement.

Statements The Coach Both Neither
Article Brown’s Sources Sources
Food
Pyramid
The ideal diet should
include mostly cooked food
Fluids are very important
for the ideal diet
The ideal diet comprises
about 20% protein

28
 Science

Student Responses:

Student A

Level 3 –
All matches are
correct

Student B

Level 2 – Any
two matches
are correct

29
Science

Student C

Level 1 –
1 match is
correct

Student D

Level 0 –
All incorrect

30
 Science

2. Coach Brown uses his Food Pyramid to talk about the nutritional
needs for all persons. All persons (athletes and non-athletes) require a
total of 20 servings of food per day. The Coach asked what fraction of
food is needed daily for the Food groups; Fruits, Vegetables and Meat
& Beans. John created the following table.

Food Group Number of Servings Fraction of

(daily) recommended daily
intake
Fruits 4 4/20
Vegetables 6 6/20
Meats & Beans 4 4/20

Is John’s table correct? Explain your answer using details from the
pyramid. Write your answer in the box below.

Scoring:
✓ Level 3 – Correct answer with full explanation (fractions and servings). Answer may
contain a minor error. Minor error: 1 of the servings/fractions is incorrect or the error is
carried through for a food group.
✓ Level 2 – Correct answer with incomplete explanation with reference to serving or
fraction only. Or no answer with full and correct explanation. Or partially correct with
incomplete explanation (serving or fraction incorrect or missing). Or partially correct
answer with full explanation, may contain a major error.
✓ Level 1 – Limited answer no explanation. Or no answer with incomplete explanation. Or
information is transcribed.
✓ Level 0 – Blank or of- topic or uninterpretable

31
 Science

Student Responses:

Student A

Level 3 – Correct
answer with full
explanation (fractions
and servings).

Student B

Level 2 – Correct
answer with
incomplete
explanation with
reference to serving or
fraction only.

32
Science

Student C Level 1 –
Limited answer
no explanation.

Student D

Level 0 –
uninterpretable

33
 Science

3. Before creating the meal plan, Coach Brown asked the team to
compare the nutritional recommendations of the article and his Food
Pyramid. Mary suggests using a table for comparison. In the table
below, Mary presented the data from the article only. Add the data
from Coach Brown’s Food Pyramid to the table that Mary created.

Nutrients % of daily intake from

article
Carbohydrates 45% to 65%
Protein 10% to 30%
Fat 25% to 35%

Scoring:
✓ Level 3 – Successful integration of information within and among sources of
information. The table is completed and extended correctly (table headings must be
included). Or the table completed and extended correctly with minor representational
errors (one of the daily servings is incorrect; percentage daily servings or fraction of
daily servings is incorrect).
✓ Level 2 – Successful integration of information within and among sources of
information. Major errors in quantitative data representation (e.g., between 2-3
servings or percentage or fractions are incorrect or missing). Or successful integration
of information within and among sources of information. Only one piece of missing or
incorrect information (table heading is allowed). Or partial successful integration of
information within and among sources of information (at most two of the food groups
are incorrect or missing). Quantitative data representation error (at most 3 errors).
✓ Level 1 – Unsuccessful integration of information within and among sources of
information (3 or more incorrect or missing). Significant quantitative data
representation error (5 or more are incorrect or missing).
✓ Level 0 – Blank or of- topic or uninterpretable

34
 Science

Student Responses:

Student A

Level 3 – Successful
integration of
information within and
among sources of
information. The table
is completed and
extended correctly
(table headings must be
included).

Student B

Level 2 –Successful
integration of information
within and among sources
of information. Only one
piece of missing or
incorrect information (table
heading is allowed).

35
Science

Student C

Level 1 – Unsuccessful
integration of
information within and
among sources of
information (3 or more
incorrect or missing).

Student D

Level 0 –
Transcription

36
 Science

4. Before creating the event day meal plan, Coach Brown wants the
coaching team to analyse the favourite breakfast of his top runner,
Mark Johnson.

Mark Johnson’s Breakfast

Meal Food Number of servings
Breakfast Scrambled egg 1
Orange 1
Milk 1

If Mark is running a practice race 3 hours after breakfast, is this

breakfast suitable for him to perform at his best? Use data from the
article and the food pyramid to support your answer.
Explain your answer using words, numbers, charts or tables.

Scoring:
✓ Level 3 – The correct answer with full explanation of how the information in the article
and the pyramid supports the position. The explanation may contain minor non-science
errors.
✓ Level 2 – The correct answer with full explanation of how the information in the article
and the pyramid support the position. The response is supported by related details from
one source. Or correct answer with full explanation provided. No evidence from article
or pyramid is used to support response. Or incorrect answer with full explanation of
how the information in the article and the pyramid support the position. Or no answer
with full information of how the information from at least one source supports the
position.
✓ Level 1 – Answer with explanation is incorrect or insufficient or missing. Or the
answer is supported by wrong evidence or not supported by evidence at all. Or answer
only, no explanation.
✓ Level 0 – Blank or of- topic or uninterpretable or irrelevant.

37
 Science

Students Responses:
Student A

Level 3 – The
correct answer
with full
explanation of how
the information in
the article and the
pyramid support
the position.

Student B

Level 2 – The
correct answer with
full explanation
provided. No
evidence from
article or pyramid is
used to support
response.

38
Science

Student C

Level 1 –Correct answer

only, no explanation.

Student D

Level 0 –Irrelevant.

39
 Science

Use information from question 2, 3 and 4, as well as the article and

Coach Browns pyramid then answer the following question.
5. The coach asks that you use information from the food pyramid and
article to create a balanced race day meal plan for Mark. Using the
table below, write the foods which Mark should have for breakfast,
before and after the race and dinner. Include the number of servings
for each food.

Meal/Time Food Number of servings

Breakfast

3 hours before race

1 hour before race

Mark’s Race
1 hour after race

Dinner

Scoring:
✓ Level 3 – A complete response that includes evidence of appropriate choice of foods
based on article and pyramid. Servings should reflect proportions from the article and
pyramid. These responses contain minor errors such as the servings are incorrect. Or the
response includes errors in one food cell description.
✓ Level 2 – A response that includes partial evidence of appropriate choice of foods based
on article and pyramid. The response contains major errors (the proportions of servings
for different food groups are not correct). Or at least 3 food cell descriptions are correctly
filled in.
✓ Level 1 – A response that includes limited evidence of appropriate choice of foods based
on the article or pyramid. Or two or less food cell descriptions filled correctly.
✓ Level 0 – Blank or of- topic or uninterpretable or irrelevant.

40
 Science

Students Responses:
Student A

Level 3 – A complete
response that includes
evidence of appropriate
choice of foods based
on article and pyramid.
Servings should reflect
proportions from the
article and pyramid.
These responses contain
minor errors in one
food cell description.

41
Science

Student B

Level 2 – A
response that
includes partial
evidence of
appropriate choice
of foods based on
article and pyramid.
The response
contains major
errors (the
proportions of
servings for different
food groups are not
correct). Or at least 3
food cell
descriptions are
correctly filled in.

Student C

Level 1 – A
response that
includes limited
evidence of
appropriate
choice of foods
based on the
article or
pyramid. Or two
or less food cell
descriptions
filled correctly.

42
Science

Student D

Level 0 –
Uninterpretable

43
 Science

6. Does your meal plan from question 5 represent a good race day eating
plan for an athlete? Include nutritional information on the foods you
selected, details from Coach Brown’s Food Pyramid and the article in
your answer.

Scoring:
✓ Level 3 – Complete response of how the information in the article and the pyramid
adds to answering the question. Answer supported by comprehensive, relevant and
specific evidence from the two sources and nutritional information. The response
contains evidence of minor errors (e.g., missing reference to one (1) of the following:
recovery foods, hydration or carbohydrates).
✓ Level 2 – Adequate response of how the information in the article and the pyramid
adds to answering the question. Answer supported by relevant but general evidence
from the two sources. The response is incomplete or contains evidence of major errors
(e.g., missing reference to two (2) or more of the following: recovery foods, hydration
or carbohydrates).
✓ Level 1 – Limited or incorrect response of how the information in the article and the
pyramid adds to answering the question. Answer supported by minimal, irrelevant and
incorrect evidence from the two sources.
✓ Level 0 – Blank or of- topic or uninterpretable or irrelevant.

44
 Science

Students Responses:
Student A

Level 3 – Complete
response of how the
information in the article
and the pyramid add to
answering the question.
Answer supported by
comprehensive, relevant
and specific evidence
from the two sources and
nutritional information.

Student B

Level 2 – Adequate
response of how the
information in the
article and the pyramid
add to answering the
question. The response
is incomplete or
contains evidence of
major errors (e.g.,
missing reference to
two (2) or more of the
following: recovery
foods, hydration or
carbohydrates).
45
Science

Student C

Level 1 – Limited
or incorrect
response of how
the information in
the article and the
pyramid add to
answering the
question. Answer
supported by
minimal evidence
from the two
sources.

Student D

Level 0 –
Irrelevant.

46
 Item Type:
Language Arts
Selected Response

Language Arts Sample Items and DOK Level: 1

Solutions
ITEM 1 Primary Knowledge
and Skills measured:
Apply or edit grade
Read the sentences carefully, then select the sentence in which capital appropriate grammar
letters are correctly used. usage, capitalization,
punctuation, and
Mr. A. S. Mullings is the new principal of New Leaf primary spelling to clarify a
A
school. message.
Mr. A. S. Mullings is the New Principal of New Leaf Primary
B
School.
Mr. A. S. Mullings is the new Principal of New Leaf Primary
C
school.
Mr. A. S. Mullings is the new principal of New Leaf Primary
D
School.

Solution:

Mr. A. S. Mullings is the new principal of New Leaf primary

A
school.
Mr. A. S. Mullings is the New Principal of New Leaf Primary Scoring:
B
School. 1 mark
Mr. A. S. Mullings is the new Principal of New Leaf Primary
C
school.
Mr. A. S. Mullings is the new principal of New Leaf Primary
D
School.

47
 Item Type:
Language Arts
Selected Response
ITEM 2

DOK Level: 2
Instructions:
Read the paragraph and complete the task that follows it.
As my family drove home last evening from Negril, the sun was going Primary Knowledge
down. We were treated to a beautiful sunset! All around over our heads, and Skills measured:
the entire sky was pretty. In a few minutes the amazing show was over.
Strategically use
The sun disappeared completely, and the brightly coloured sky faded to
language and
dark gray as the night began. vocabulary
appropriate to the
Revise the paragraph by choosing the phrase with the BEST descriptive purpose and audience
detail to replace was pretty. when revising or
composing texts.
A had a whole lot of bright colours mixed together

B shone because it was almost time for darkness

C glowed with astonishing shades of pink and gold

Scoring:
D looked different than it usually does during the day 1 mark

Solution

A had a whole lot of bright colours mixed together

B shone because it was almost time for darkness

glowed with astonishing shades of pink and gold

D looked different than it usually does during the day

48
 Language Arts
Item Type:
ITEM 3 Single Select Response

DOK Level: 2
I’m writing about my dog Ruffus. When the dog was just ten weeks old,
he was picked up on the streets of Kingston and taken to a shelter. The
shelter could keep a dog only for a short time before he finds a new home.
When I saw this puppy, I couldn’t keep my eyes away from his sweet face. Primary Knowledge
I knew that I wanted to name this puppy Ruffus, and take him home. With and Skills measured:
the help of my mom, I adopted him and brought Ruffus to our home. Now,
Strategically use
Ruffus is almost one year old, and he loves me unconditionally.
language and
vocabulary
appropriate to the
Choose the best phrase to add detail about the main character.
purpose and audience
when revising or
A I would never be able to give Ruffus away. composing texts.
B Ruffus is now a playful and happy dog.

C I volunteered at a shelter where I saw this little puppy.

D Ruffus is a good watch dog.

Scoring:
1 correct: 1 mark
Solution

A I would never be able to give Ruffus away.

B Ruffus is now a playful and happy dog.

C I volunteered at a shelter where I saw this little puppy.

D Ruffus is a good watch dog.

49
 Language Arts Item Type:
Order Match
ITEM 4

DOK Level: 2
This is the beginning of a story written by a student who wants to use
dialogue.
Sam was always afraid of different crawling and flying insects and lizards.
Sam was screaming and running away every time he saw a moving spider
Primary Knowledge
or a running lizard. When Sam went on a field trip with his class, he didn’t
and Skills
want his classmates and his teacher to know he was scared of insects.
measured:

1. “Are you afraid of this lizard, Sam?” the teacher smiled as she • Identify and
order
moved the tree branch away from Sam. main ideas and
2. Sam almost fainted when he saw a lizard sitting on a tree branch. supporting
details
3. “Not at all. Well, not really.” Sam smiled hoping that his teacher
• Interpret
hadn’t noticed. messages moods,
In the dialogue that the student wants to use, place the three feelings and
sentences, marked 1, 2 and 3, as shown above, in the correct order attitudes
from the start of the dialogue to the end. conveyed in

Scoring:
Which sentence should come first? 1 2 3 Level 3: 3 correct

Which sentence should come second? 1 2 3

Level 2: 2 correct
Level 1: 1 correct
Which sentence should come third? 1 2 3
Level 0: 0 correct

Solution

Which sentence should come first? 1 2 3

Which sentence should come second? 1 2 3

Which sentence should come third? 1 2 3

50
 Item Type:
Language Arts
Multiple Selected
ITEM 5 Response

Instruction: Read the following poem carefully then answer the

question. DOK Level: 3

The Flattered Flying Fish

Primary Knowledge
Said the Shark to the Flying Fish over the phone: and Skills measured:
“Will you join me tonight? I am dining alone.
• Use information
Let me order a nice little dinner for two.
And come as you are, in your shimmering blue.” emerging from
prose, poetry,
5 Said the Flying Fish: “Fancy remembering me, songs to make
And the dress I wore at the Porpoises' tea!” inferences/deducti
“How could I forget?” said the Shark in his guile: ons
“I expect you at eight!” and rang off with a smile.
• Extract and
She has powdered her nose; she has put on her things; interpret
10 She is off with one flap on her luminous wings. information
Oh little one, light-hearted and vain, presented at the
The moon will not shine on your beauty again. literal inferential
Author: E. V. Rieu
and critical levels.
Which two statements BEST describe the main idea in the poem? • Infer main idea
from both
A Not everyone will love you if you are beautiful. narrative and
expository writing.
B It is always good to think before you act.

C Sharks are always trying to eat other fish.

Scoring:
D Things are not always what they seem. 1 correct: 1 mark
2 correct : 2 mark
Solution
A Not everyone will love you if you are beautiful.

B It is always good to think before you act.

C Sharks are always trying to eat other fish.

D Things are not always what they seem.

51
 Language Arts
Item Type:
Instruction: Read questions 6 and 7 below carefully. Based on the Single selected response
context of the underlined word, choose the word which is opposite in
meaning.
DOK Level: 1
ITEM 6

Since it was a school day, Denise thought it was peculiar that she saw no Primary Knowledge
children on the street during her drive to work. and Skills measured:
A normal • Identify analogies
and other word
B unusual relationships,
including
C odd synonyms and
antonyms, to
D weird determine the
meaning of words.

ITEM 7

John was bewildered when he saw the math teacher writing letters on the Scoring:
board that were to be added and subtracted. Aren't letters for reading
class? John thought to himself. 1 correct : 1 mark

A baffled

B enlightened

C puzzled

D perplexed

52
 Item Type:
Language Arts
Single selected response

ITEM 8
DOK Level: 1

Instruction: Identify the abstract noun in the sentence below.

The prefect was asked to man the class in the teacher’s absence. Primary Knowledge
and Skills measured:
A absence
• Distinguish
B man between abstract
and concrete nouns
C class

D teacher

Solutions:
6. A. normal

7. B. enlightened

8. A. absence

53
 Language Arts Item Type:
Table Grid
ITEM 9

Read each passage below, then indicate what the author’s purpose is for DOK Level: 2
each passage

Primary Knowledge
Entertain Persuade Inform and Skills measured:
• Cite evidence
What do you do with aluminium cans? Do in text which
you throw them in the trash, or do you identifies the
recycle when you are finished with them?
A B C author’s
At the rate we are filling our landfills, we
viewpoint
will not have anywhere else to put our
trash. If you recycle, you will help the
environment.

This time, when Mr. Smith called on

Miss Annie, Boysie could not deny that he
had climbed the guinep tree. Boysie could Scoring:
not see his mother’s face from the hiding
place he had found, but he knew from the A B C Level 3: 3 correct
tone of her voice that his punishment Level 2: 2 correct
would be serious this time. He knew that
he had to face his mother, but he was Level 1: 1 correct
prepared to do so only after Mr. Smith had
Level 0: 1 correct
left.

We need a change at our school! I am the

person for this job. I am an honour student
who is involved in many different
activities. I know I can make a difference! A B C
Vote for me, and our school will be even
better.

Vote Candice Park!

.

54
 Language Arts Item Type:
Solution: Table Grid

Entertain Persuade Inform

What do you do with aluminium cans? Do

you throw them in the trash, or do you
recycle when you are finished with them?
A B
At the rate we are filling our landfills, we
will not have anywhere else to put our
trash. If you recycle, you will help the
environment.

This time, when Mr. Smith called on

Miss Annie, Boysie could not deny that he
had climbed the guinep tree. Boysie could
not see his mother’s face from the hiding
place he had found, but he knew from the A B C
tone of her voice that his punishment
would be serious this time. He knew that
he had to face his mother, but he was
prepared to do so only after Mr. Smith had
left.

We need a change at our school! I am the

person for this job. I am an honour student
who is involved in many different
activities. I know I can make a difference! A B C
Vote for me, and our school will be even
better.

Vote Candice Park!

ITEM 10
55
 Language Arts

Read the poem then indicate whether each statement is supported or

DOK Level: 2, 1, 2
not supported.
Nature

We have neither summer nor winter Primary Knowledge

neither autumn nor spring. and Skills measured:
We have instead the days • Interpret messages
when the gold sun shines moods, feelings
on the lush canefields - magnificently. and attitudes
The days when the rain beats conveyed in
like bullets on the roofs stories, poetry and
and there is no sound prose.
but the swish of water in the gullies • Use context clues
and trees struggling in the high Jamaica winds. techniques to
Also there are the days determine word
when leaves fade from off guango trees meanings
and the reaped canefields • Use evidence from
lie bare and fallow to the sun. the text to deduce
But best of all, there are the days implicit
when the mango and the logwood blossom information.
When bushes are full of the sound of bees
and the scent of honey.
When the tall grass sways and shivers
to the slightest breath of air.
When the buttercups* have paved the earth with yellow stars Scoring:
and beauty comes suddenly, and the rains have gone. 1 correct: 1 mark
Author: H. D. Carberry

* buttercups: large flowering plant with shiny, yellow petals

Statement Supported Not supported

The poet lives in a place that has a
tropical climate.

The poet is describing a hurricane.

Bullets fell on the roof

56
 Language Arts
Solution:
Statement Supported Not supported
The poet lives in a place that has a
tropical climate.

The poet is describing a hurricane.

Bullets fell on the roof

Item Type: Table Grid

57
 Language Arts

Grade Five Mock Performance Tasks

(Language Arts)
Instructions Part 1 (45 minutes)
Now that you have read the sources, answer the questions below. Your
answers will be scored. You may refer to the important points you made, DOK Level: 2
as well as the sources. Your answers to these questions will help you write
your essay in Part 2.

Question 1 Primary Knowledge

For each of the following statements, indicate using a tick (✓) whether the and Skills measured:
information in Source 1, Source 2, both sources, or neither source supports
each statement (You can tick only one box for each statement). • Organizing
information located
Statement Source 1 Source 2 Both Source Neither in various sources
supports supports 1 and Source Source 1 nor
2 support Source 2
• Identifying and
support
ordering main ideas
Donald Quarrie and supporting
is considered one
details
of the best
athletes to
represent
Jamaica in track
and field. Scoring:
Jamaica’s first • Level 3 -
Olympic gold in Student selects three
the 400 metres correct responses
was won in 1948
Jamaica’s • Level 2 -
athletes have Student selects two
been able to do correct responses
well in athletics
as well as their
school work.
• Level 1 – Student
selects one correct
response
• Level 0 –
Student makes multiple
selections within each
row OR all the
Student Responses: responses selected are
incorrect.
58
 Language Arts

Student A

Level: 2
The student has
correctly identified the
sources that support
the statements in the
first column. There is
only one tick per row.

Student B.

Level: 1
The student has
correctly identified
two of three sources
that support the
statements in the first
column. There is only
one tick per row.

Student C.

Level: 0
The student has
incorrectly identified
the sources that
support the statements
in the first column.
There are multiple
ticks per row.

Question 2

59
 Language Arts
What details in Source 1 show you that Jamaica’s athletes are ranked
among the best in the world? Use the details from Source 2 and 3 to
support your answer.

Student Responses

Student A

Level: 3
ONE to TWO
correctly stated
details from Source 1
TWO correctly
stated details from
Source 2 and Source
3.
(At least one detail
MUST be from each
source)

Student B

60
Language Arts

Level: 2
one correctly stated
detail from Source 1
At least ONE correctly
stated detail from one
Source (Source 2 or
Source 3).

Student C

61
Language Arts

Level: 1
At least ONE correct
detail from Source 1

Level:
Organisation
Levels Descriptors
4 effective
Student D 3 adequate
2 inconsistent
1 poor
0 transcription,
blank, off
topic

Level: 0
Elaboration
NoLevels
correctDescriptors
detail given
4 effective
3 adequate
2 partial
1 minimal
0 transcription,
blank, off
topic,
irrelevant

Language
Levels Descriptors
2 Good use of
language
1 Limited use
of language
conventions
0 Transcription,
scribbles,
62 blanks
 Language Arts
Part 2
You will now review your important points and the sources, then plan,
draft and write your letter.
You may also look back at the answers you wrote to earlier questions.

Read the task and the information about how your letter will be scored,
then begin your work.

Task
You are a member of your school’s track team. Your mother is concerned
that if you continue to be a part of the track team it will eventually cause
your grades to fall. She is suggesting that you to give up the track team.

Using the information you have written from Sources 1, 2, and 3, write a
letter to your mother in which you explain four reasons you think it is a
good idea to remain on the track team.

For your letter to be well-written, it should have:

• The parts of a letter
• Explanation of four points
• good organization and a point of view
• details from more than one source
• followed rules of spelling, punctuation, and grammar

Now you can start working on your letter.

Student Responses
63
Language Arts
Student A

Level: 4
Student explains four
reasons for remaining
on the track team.
Student uses all the
information given in
the prompt.
Good use of the
conventions of written
language.

64
Language Arts

65
Language Arts
Student B

Level: 3
student mentions four
reasons for remaining
on the track team.
However, only three
are explained.
Fair use of the
conventions of written
language.
At least three parts of
a letter (body and two
other) are included.

66
Language Arts

Student C

Level: 2
student mentions two
to four reasons for
remaining on the track
team.
Only ONE or TWO
are explained or
NONE is explained.
Conventions (surface
features) may be
incorrectly used.

67
Language Arts

Level: 1
Student D
One bit of information
related or unrelated to
the task (may be the
address of the letter,
the salutation or just
what could be
considered to be the
body of the letter).
Information given
must be a complete
thought.

Student E
Level: 0
No response,
scribbles,
transcription of tasks,
sentence fragments,
list of words.

68
 Social Studies
Item Type:
Multiple Selected
Social Studies Sample Items and Response

Solutions
ITEM 1 DOK Level: 3

Country D is on the road to self-government. Which two (2) options

present arguments in support of the country’s move?
Primary Knowledge
Citizens of the country will now have a say in how the country is and Skills measured:
A
governed.
Weigh the arguments
B Citizens will now be able to participate in peaceful demonstrations. for and against being
The country will now be able to progress in the way that its an independent nation
C and draw conclusions
citizens think is best.
about Jamaica’s
D Citizens will now be free to travel to other countries. decision to pursue
independence.

Solution:

Citizens of the country will now have a say in how the country is Scoring:
A
governed. • Level 2
Both correct
B Citizens will now be able to participate in peaceful demonstrations.
options chosen
The country will now be able to progress in the way that its
C
citizens think is best. • Level 1
D Citizens will now be free to travel to other countries. Only one of the
two correct
options chosen

• Level 0
No correct
option chosen

69
 Social Studies
Item Type:
ITEM 2
Multiple Selected
Response
The Culture Club of your primary school wants you to write an essay
about the East Indians who settled in the Old Harbour community as
indentured servants. Which two (2) of the following sources would be
most helpful in writing the essay? DOK Level: 2

A Church and school records

Primary Knowledge
B Photographs of old buildings and Skills measured:
Gather
C The headstones in different burial plots/cemeteries information from
multiple sources
D Interviews with current community members using the origin to
guide the
selection.
Solution:

A Church and school records

B Photographs of old buildings

Scoring:
C The headstones in different burial plots/cemeteries
• Level 2
D Interviews with current community members
Both correct options
in different burial plots/cemeteries chosen

• Level 1
Only one of the two
correct options
chosen

• Level 0
No correct option
chosen

70
 Social Studies Item Type:
Table Grid
ITEM 3

DOK Level: 2

Primary Knowledge
and Skills measured:
Examine the rights of
a Jamaican citizen and
develop a list of
responsibilities of a
citizen that
complement these
In the cartoon above, two Jamaican citizens are having a conversation. rights.
John has concerns about Sonia’s child who has not been going to primary
school.
For each of the following, indicate by shading the circle, whether it Scoring:
supports OR does not support what John is trying to tell Sonia.
• Level 3
Statement Support Does Not Support All three
Primary education is a right in correctly shaded
Jamaica
• Level 2
Parents have a right to deny Any two
their children education correctly shaded
Rights come with some
responsibility • Level 1
Only one correct
shaded
Solution:
Statement Support Does Not Support • Level 0
Primary education is a right in None correctly
Jamaica shaded

Parents have a right to deny NOTE: only one

their children education shaded circle is
allowed for each
Rights come with some row. More than
responsibility one shaded circle
in a row will not
be scored

71
 Social Studies

ITEM 4 Item Type:

Yes/No with
explanation
Jamaica, Haiti and Cuba took the same path
towards independence.

DOK Level: 2
(a) Do you agree with this statement? Yes No

(b) Which of the following two (2) reasons support your choice in (a) Primary Knowledge
above? and Skills measured:
Compare the path
A The countries gained independence during the same period. to independence
The countries took different paths; some fought for their taken by Jamaica,
B independence while the other came to an agreement with its Haiti and Cuba.
colonizer.
The countries had military leaders who won wars which led to
C
their independence.
The countries did not gain independence from the same European
D
Nation.

Scoring:
Solution:
Level 2
(a) Do you agree with this statement? Yes No
Both correct options
chosen
(b) Which of the following two (2) reasons support your choice in (a)
Level 1
above?
Only one of the two
A The countries gained independence during the same period. correct options chosen
The countries took different paths; some fought for their Level 0
B independence while the other came to an agreement with its
colonizer. No correct option
The countries had military leaders who won wars which led to chosen
C
their independence.
The countries did not gain independence from the same European
D
Nation.

72
 Social Studies
Item Type:
ITEM 5 Table Grid

A country’s national symbols and emblems are

important to its nationhood.
DOK Level: 2
Indicate, by shading the circle in the appropriate column, the reasons
which support or do not support the statement above.
Primary Knowledge
Reasons Support Does Not and Skills measured:
Support
Explain what
They help to foster economic development
national symbols
They help to develop a sense of identity and emblems are
They help citizens to strive for quality and analyse their
education. importance to
nationhood.

Solution:
Reasons Support Does Not
Support
They help to foster economic development
Scoring:
They help to develop a sense of identity
They help citizens to strive for quality • Level 3
education. All three
correctly shaded

• Level 2
Any two
correctly shaded

• Level 1
Only one
correctly shaded

• Level 0
None correctly
shaded

73
 Social Studies Item Type:
Multiple Selected
ITEM 6
Response

DOK Level: 2

Primary Knowledge
and Skills measured:
• Identify
regional
organizations,
Which two (2) of the following options describe how the agency
describe their
represented above fosters integration in the Caribbean?
functions and
It offers loan to small businesses in the Caribbean that sells • Use evidence to
A
disaster relief supplies. assess how
It offers emergency response and relief to Caribbean countries these
B
affected by a disaster. organizations
foster
C It offers media services to Caribbean countries during a disaster. integration
(CARICOM,
D It provides information about disasters in the Caribbean. CDEMA, CXC,
UWI, West
Indies Cricket
team)

Solution:

It offers loan to small businesses in the Caribbean that sells Scoring:

A
disaster relief supplies. • Level 2
B
It offers emergency response and relief to Caribbean countries Both correct
affected by a disaster. options chosen
C It offers media services to Caribbean countries during a disaster.
• Level 1
E It provides information about disasters in the Caribbean. Only one of the
two correct
options chosen

• Level 0
No correct option
chosen

74
 Social Studies Item Type:
Table Grid
ITEM 7

For the three (3) persons listed, indicate whether a push or pull factor led
them to Jamaica.
DOK Level: 1
a. Chin Lee lived in Portland during the 19th century. He migrated
from China to improve his living conditions.
Primary Knowledge
b. Shi Yen moved to Jamaica from his hometown in China 20 years and Skills measured:
after emancipation.
Distinguish
between the pull
c. Rajpaul Singh left his family in 1900 and came to Jamaica because and push factors
they were very poor. that led to
migration of the
East Indians and
Push Factors Pull Factors the Chinese to the
Chin Lee Caribbean.

Shi Yen
Rajpaul Singh
Scoring:
Solution: • Level 3
All three
Push Factors Pull Factors correctly shaded
Chin Lee
• Level 2
Shi Yen Any two
Rajpaul Singh correctly shaded

• Level 1
Only one
correctly shaded

• Level 0
None correctly
shaded

75
 Social Studies Item Type:
ITEM 8 Multiple Selected
Response
Read the following and then answer the question below.

DOK Level: 2
Fifty people met in the center of Lionel Town to protest the

building of a new road. Some were holding placards which said

Primary Knowledge
“We want this place for a park.” While others were singing “Our and Skills measured:

children will be in danger from trucks and cars.” Distinguish

between rights
and
Which two (2) of the following rights did the people exercise in their responsibilities of
protest? citizens
The right to:

A free speech

B free press

C distribute information
Scoring:
D assemble peacefully
• Level 2
Both correct options
E a healthy environment
chosen

Solution: • Level 1
Only one of the two
A free speech correct options
chosen
B free press
• Level 0
C distribute information No correct option
chosen
D assemble peacefully

E a healthy environment

76
 Social Studies
ITEM 9 Item Type:
Table Grid

Without the atmosphere the Earth will always

be cold. DOK Level: 3

For each of the following, indicate by shading the argument that supports
or does not support the statement above. Primary Knowledge
and Skills measured:
Does not
Argument Supports
support Use evidence to
The atmosphere contains gases that support
protect the Earth’s surface from the arguments which
Sun’s harmful rays show the
importance of
The atmosphere contains greenhouse maintaining the
gases which acts like the Earth’s Earth’s
blanket atmosphere

The atmosphere contains gases that

helps to keep the Earth cool

Solution:
Scoring:
Does not
Argument Supports
support • Level 3
The atmosphere contains gases that All three correctly
protect the Earth’s surface from the shaded
sun’s harmful rays
• Level 2
The atmosphere contains vital
Any two correctly
greenhouse gases which acts like the
shaded
Earth’s blanket
• Level 1
The atmosphere contains gases that Only one correct
helps to keep the Earth cool shaded

• Level 0
None correctly shaded

NOTE: only one

selection is allowed
for each row. More
than one tick in a row
will not be scored
77
 Social Studies
Item Type:
ITEM 10
Order Match

Examine the graphs provided and respond to the task that

follows.
DOK Level: 2
Big Tree Village: 54 meters above sea level

Primary Knowledge
and Skills measured:
Interpret simple
climate graph

Orange Town: 2000 meters above sea

level
Scoring:
• Level 2
Both correct options
inserted

• Level 1
From the choices given, shade one letter in each space so that the resulting Only one of the two
sentence that follows is correct. correct options
. inserted
Choices: (A) higher (B) cooler (C) same (D) hotter (E) lower
• Level 0
No correct option
A B C D E
inserted
Orange Town is in temperature

A B C D E
because it is of a altitude than Big
Tree Village.

78
 Social Studies

Solutions:

A C D E
Orange Town is in temperature

B C D E
because it is of a altitude than Big
Tree Village.

OR

A B C D
Orange Town is in temperature

B C D E
because it is of a altitude than Big
Tree Village.

79
 Social Studies

Grade Five Mock Performance Tasks

(Social Studies)

General Instructions:
This task has two parts: Part1 has three questions, and Part 2 has a
report.

EROSION IN GARDEN TAVERN

You are the leader of the environmental club of your school. Your
school principal has called you into her office to tell you about an
urgent project. “The people in your community are concerned about
erosion in the area. The plan is to have an environmental club
meeting to discuss the issue of soil erosion in the community.
Students, parents, teachers and the members of the community will
be invited.”
“I need you to summarize what you have learned about soil erosion
in our community and report to me next week.”
You went to the library and found three relevant sources on the
topic; a passage, a cartoon, and a pie chart. You must review these
sources before reporting to the principal.

INSTRUCTIONS TO BEGIN:
You will read the passage and the cartoon and then examine the pie
chart. You may make notes from each of the sources. You can use
your notes to answer questions in Part 1 and to help you to write the
report in Part 2.

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 Social Studies

SOURCE 1
Erosion in Garden Tavern
The land in the community of Garden Tavern seems to be getting
smaller and smaller as water and wind continue to remove the
topsoil. Community members who are over fifty years old are
shocked to see that areas in the community where they played as
children now have deep holes.
The main economic activity in Garden Tavern is farming; over the
years the farmers have been clearing the land by weeding and
burning. The farmers who plant yams on the hillside have cut down
all the trees in order to plant their crops. The main source of water
supply is a river that runs through the community. The residents use
the water for all their domestic purposes—washing, cooking, and
bathing. Several years ago they caught fishes in the river which
formed part of their diet. However, persons have been dumping
garbage in the river and the river is now getting closer and closer to
their homes. Recently, the river has overflowed its bank and caused
damage to many houses and washed away crops.
The most recent concern to the members of the community is a new
road which passes through the community. Since the road was built
more mud and stones have washed through the community,
removing topsoil and leaving large holes all over.
Many of the people feel that Garden Tavern might soon disappear;
they want back their community the way it was ten years ago.

Passage taken from The Environment Today Magazine

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 Social Studies
SOURCE 2
In the cartoon below, a farmer and a road construction worker
discuss the issue of soil erosion in their community.

Cartoon taken from Garden Tavern Newsletter:

SOURCE 3
The president of the Garden Tavern Citizens Association did a
survey among the members of the community to find out what they
think are the causes of soil erosion. The result is presented in the pie
chart.

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 Social Studies
Write the important points from the sources
These points will not be scored

Source 1

Source 2

Source 3

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 Social Studies
Instructions for Part 1 (30 minutes)
Now that you have read the sources and examined the pie chart,
answer the questions below. Your answers will be scored. You may
refer to the important points you made on page 5, as well as the
sources. Your answers to the questions in Part 1 will help you write
your report in Part 2.
Questions
1. Look at the questions in the table. Decide if the information in
Source 1, Source 2, or Source 3 will provide answers to each
question. Put a tick (✓) in the box to match the source that
provides an answer for each question. You can tick more than
one box for each question.

Question Source Source Source

1 2 3
Why is topsoil important?
Which human activities cause soil
erosion?

Student Responses

Student A (Level 2) Scoring:

All entries correct

Student B (Level 1)
Scoring:
At least one entry is
correct

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 Social Studies
Student C (Level 0)

Scoring:
Blank

2. Which source is the most helpful in answering the question

below?

What are the problems caused by soil erosion in Garden

Tavern?
Explain why this source is the most helpful. In your explanation
give two details from the source.

Student Responses

Student A
Scoring:
Level 2
Most helpful source is
identified with
adequate evidence-
based explanation of
why the source is
most helpful. The
source is supported by
two details from the
selected source.

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Social Studies

Student B

Scoring:
Level 1
Most helpful source is
identified with partial
or very limited
evidence-based
explanation of why
the source is most
helpful. The
explanation is
supported by one
related detail from the
source.

Student C

Scoring:
Level 0

Explanations and
details are incorrect.

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 Social Studies
3. Which two of the three sources provide factual information, and
which one provides an opinion about soil erosion in Garden
Tavern?

Use one detail from each Source to support your choices.

Student A

Scoring:
Level 2
Answer identified the
three sources correctly.
The choices are
supported by one related
detail from each source.
One of the three
selected details is
loosely related.

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Social Studies
Student B

Scoring:
Level 1
Answer identified the
three sources correctly
with one source
supported by related
detail.

Student C

Scoring:
Level 0
Answer identified one
source correctly with
no explanation and
details which is
loosely related.

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 Social Studies

Directions for Part 2 (35 minutes)

You will now review your important points and sources, then write
your report.
You may also look back at the answers you wrote in Part 1.
Read the task and the information about what to include in your
report, and then begin your work.

Task
Your principal asked you to use the important points you made and
the two factual sources to write the report about soil erosion in
Garden Tavern. Your report should answer the following questions:
• What are the problems that the Garden Tavern community
is facing because of soil erosion?

• What human activities contribute to soil erosion in Garden

Tavern?

• What can the citizens of Garden Tavern do differently to

reduce soil erosion?

Your task is to write your report using information from the two
factual sources. Choose the most important information from the two
sources to support your answers. Your report should be three to four
paragraphs long.

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Social Studies
Student A

Scoring:
Level 4
All three research
questions clearly
answered. The
relevant evidence
from the two factual
sources is used for
answering the three
research questions.

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Social Studies
Student B

Scoring:
Level 3
Three research
questions
answered.
However, one
research
question has a
limited answer.
The relevant
evidence from
at least one
factual source is
used to answer
two research
questions.

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Social Studies
Student C

Scoring:
Level 2
Limited answer to
two research
questions. The
answer to one
research question is
missing. The
relevant evidence
for at least one
research question is
presented from at
least one source.

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Social Studies

Student D

Scoring:
Level 1
This student provided
minimal answer to one
research question. The
answers to two
research questions are
missing. The evidence
is presented from at
least one source.

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Social Studies
Student E

Scoring:
Level 0
Transcription

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 Mathematics
Item Type:

Mathematics Sample Items and Table Grid

Solutions
DOK Level: 2
ITEM 1

If the symbol ⧫ is an odd whole number, which of the expressions will

always be odd, sometimes be odd or never be odd? Shade the letter that Primary Knowledge
matches your answer. and Skills measured:
• Use substitution in
Expression Always Odd Sometimes Odd Never Odd
formulae,
a. ⧫ + 5 A B C algebraic
sentences and
b. ⧫ × 5 A B C inequalities in
problem solving
c. ⧫ + 2 A B C
• Substitute a
number for a
d. ⧫ × 2 A B C
variable in a
mathematical
Solution: sentence with up
to two variables
Expression Always Odd Sometimes Odd Never Odd

a. ⧫ + 5 A B

Scoring:
b. ⧫ × 5 A C
Level 2 – Three or
c. ⧫ + 2 B C Four rows correct
Level 1 – One or two
d. ⧫ × 2 A B
rows correct
Level 0 – None
correct or blank

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 Mathematics

ITEM 2 Item Type:

Table Grid
In the grid shown below, there are three pathways labelled A, B and C.

DOK Level: 1

Primary Knowledge
and Skills measured:
• Compute the
perimeter of
regular and
irregular plane
shape using units
of measurement
for length.
For each of the following statements, indicate by shading the circle
whether the statement is true (T) or false (F).
Statement True False

Pathway A is longer than Pathway B T F

Scoring:
Pathway A is longer than Pathway C T F Level 3 – Three rows
correct
Pathway B is longer than Pathway C T F Level 2 – Two rows
correct
Level 1 – One row
Solution: correct
Statement True False
Level 0 – Blank; None
Pathway A is longer than Pathway B F correct

Pathway A is longer than Pathway C F

Pathway B is longer than Pathway C T

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 Mathematics Item Type:
Table Grid
ITEM 3

Classify each net as representing a rectangular prism, a triangular prism,

or a pyramid.
DOK Level: 2

A B C

Primary Knowledge
and Skills measured:
• Recognize faces,
edges, vertices of
a slid and classify
solids according to
number and shape
of their faces
D E F • Classify solid
shapes (prisms,
pyramids and
polyhedron)
according to their
properties.
Shade the letters for each net that is in the correct column below.
• Draw and describe
nets of prisms:
triangular base
Nets forming a Nets forming a Nets forming a
Rectangular Prism Triangular Prism Pyramid
A A A Scoring:
Level 4: All six
B B B
options correctly
placed
C C C
Level 3: 4 – 5 options
correctly placed
D D D
Level 2: 2 – 3 options
correctly placed
E E E
Level 1: 0 – 1 option
correctly placed
F F F
Level 0: No response

97
 Mathematics

Solution:
Nets forming a Nets forming a Nets forming a
Rectangular Prism Triangular Prism Pyramid
A A

B B

C C

D D

E E

F F

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 Mathematics
Item Type:

ITEM 4 Multiple Selected

Response
In a certain herd of goats, all the goats are either black or white. How
many female goats in the herd are black?
DOK Level: 2
Which three (3) of the following statements together provide additional
information that is enough to answer the question?
Primary Knowledge
A The number of goats in the herd and Skills measured:

B The number of male goats in the herd • Select data

relevant to a
C The number of black male goats in the herd problem when
finding its solution
D The number of white female goats in the herd

Solution:

The number of goats in the herd

The number of male goats in the herd

Scoring:
C The number of black male goats in the herd
Level 2 – All three
statements selected are
The number of white female goats in the herd
correct
Level 1 – Any two or
one correct statements
selected
Level 0 – Incorrect
statement selected

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 Mathematics

Item Type:
ITEM 5 Table Grid

At a certain competition, each of the four members of the Jamaican track

team ran a different distance. The total distance ran by the four team
DOK Level: 3
members was 8 kilometres. If the longest distance ran by a member of the
team was 3 kilometres, what could be the shortest distance ran by a member
of the team?

For each of the following, indicate true (T) or false (F) which could be or Primary Knowledge
could not be the shortest distance run. and Skills measured:
• Make reasonable
Shortest distance run Could be Could not be
estimate when
computing with
4 kilometres T F
whole numbers

1 kilometre T F

100 metres T F
Scoring:
Level 2 – All three
Solution: rows are correct
Level 1 – One or Two
Shortest distance run Could be Could not be rows are correct
Level 0 – None of the
4 kilometres T
rows or correct; blank

1 kilometre F

100 metres F

100
 Mathematics

ITEM 6
Item Type:
Single Selected
The table below shows the relationship between the number of a term in a
Response
pattern and the value of that term. The same rule is used to find the value
of the term in each row.
Term Number Value of Term
1 3 DOK Level: 2
2 5
3 7
4 9 Primary Knowledge
n ? and Skills measured:

Based on the pattern shown in the table, the value of the 3rd term is 7. • Investigate tables
Which of the following expressions could represent the value of the nth of values to
term? develop algebraic
expressions to
A B C D
represent any term
3n n+2 n+5 2n + 1 in a simple
numeric pattern
and use these
expressions to
Solution:
make predictions.

A 3n B n+2 C n+5 2n + 1

Scoring:
1 mark for the correct
answer

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 Mathematics

ITEM 7
Item Type:
Single Selected
Six (6) squares were shaded in a grid to make the figure shown below.
Response

DOK Level: 2
1

3
Primary Knowledge
4 and Skills measured:
• Compute the
perimeter of
regular and
irregular plane
shape using units
Which one square (1, 2, 3 or 4) should be shaded so that the perimeter of of measurement
the new figure is less than that of the original figure? for length.

1 2 3 4

Solution:

Scoring:
1 2 3 1 mark for the correct
answer

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 Mathematics

The graph below shows the average monthly rainfall in Rose Heights and Item Type:
Mayfield for 4 months of 2016. The amounts have been rounded to the Single selected
nearest whole millimetre. Use the graph to answer questions 8 and 9.
response
220 Multiple Selected
200 Response
180
160
Rainfall in mm

140 DOK Level: 1, 2

120
100 Rose Heights
80
Mayfield
60
Primary Knowledge
40
and Skills measured:
20
0 • Identify patterns
February March April May and trends in data
Month and make
inferences from
these patterns and
trends.
ITEM 8

In which month, was the difference in the average rainfall between the two
cities the greatest? Shade the circle beside your choice.
A April B February C March D May Scoring:
Question 5: 1 mark for
ITEM 9 the correct answer

Which two (2) conclusions can be drawn from the given set of data?
Shade the circle for the ones that apply.
Question 6:
The average rainfall in Rose Heights increased significantly between Level 2 – Two correct
April and May. conclusions selected
Rose Heights experienced less rainfall than Mayfield each month. Level 1: One correct
conclusion selected
The average rainfall in Mayfield fluctuated over the four-month period.
Level 0: No response;
incorrect conclusions
The greatest total average rainfall in both cities happened in March.
selected

None of the two cities recorded less than 100 mm of rainfall.

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 Mathematics

Solution:

Question 8
In which month, was the difference in the average rainfall between the two
cities the greatest?
A April B February C March May

Question 9
Which two conclusions that can be drawn from the given set of data.
The average rainfall in Rose Heights increased significantly between
April and May.
Rose Heights experienced less rainfall than Mayfield each month.

The average rainfall in Mayfield fluctuated over the four-month period.

The greatest total average rainfall in both cities happened in March.

None of the two cities recorded less than 100 mm of rainfall.

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 Mathematics

Kelly is making some cupcakes for her class party. The number of each
flavour of cupcakes is given in the table below. Use this information to Item Type:
answer questions 10 and 11.
Single Selected
Flavour of Cupcake Number Response
Chocolate 8

Vanilla 12
DOK Level:1, 2
Strawberry 4

ITEM 10 Primary Knowledge

and Skills measured:
What fraction of the cupcakes are vanilla? Simplify your answer to the lowest
terms. • Write a fraction in
its simplest form
1 1 1 1 and/or as a
A B C D
6 4 3 2 decimal
• Solve problems
which require the
use of equivalent
ITEM 11
ratios
Kelly plans to add some more cupcakes

• She will add 2 more chocolate

• She will add more vanilla so that the ratio of chocolate to vanilla is
the same as before. Scoring:

What is the new total number of cupcakes? 1 mark for each

correct answer
A 29 B 24 C 15 D 10

105
 Mathematics
Solution:

Kelly is making some cupcakes for her class party. The number of each
flavour of cupcakes is given in the table below.

Flavour of Cupcake Number

Chocolate 8

Vanilla 12

Strawberry 4

a. What fraction of the cupcakes are vanilla? Simplify your answer to

the lowest terms. Show or explain how you got your answer.

The total number of cupcakes = 8 + 12 + 4 = 24

12 1
The fraction of the cupcakes that are vanilla is = in
24 2
its lowest terms

b. Kelly plans to add some more cupcakes

• She will add 2 more chocolate
• She will add more vanilla and strawberry so that the ratio of
chocolate to the other flavours if the same as before.

What is the new total number of cupcakes/. Show or explain how

you got your answer.

The ratio of chocolate to vanilla is 8: 12 or 2:3

After adding 2 more chocolate, Kelly now has 10

chocolate cupcakes.

To maintain the ratio of chocolate to vanilla as 2:3, Kelly

needs x vanilla cupcakes such that 10: x can be reduced
to 2:3. If 10 is equivalent to 2 parts, then 5 is equivalent
to 1 part. Hence, 3 parts would 15. Kelly therefore needs
15 vanilla cupcakes in order to have the same ratio. So,
the new total number of cupcakes is 10 + 15 + 4 = 2

106
 Mathematics

Grade Five Mock Performance Tasks

(Mathematics) Scoring: Part 1
Level 2 – Full
Understanding
FUNDRAISING
A unit price of $10
Your class is planning a fundraising activity to contribute to the cost (seen or implied).
of building a computer lab. Your teacher suggested that the class Misinterpretation:
earn the money from one of two fundraising activities. Based on students’
experience with
Fundraising Activity 1: selling pencils selling for profit,
Fundraising Activity 2: participating in a walkathon student may select any
quantity more than
You will need to answer the following questions to select one of the $10 but from the list
two activities. of options given.

Part 1 - Selling pencils Level 1 – Partial

Understanding
For the fundraiser, your teacher asked you to sell pencils. Student makes an
The cost of each pack of pencils is $100. One pack contains 10 error in computation
(e.g. Ten for $10)
pencils.
Misinterpretation:
Student selects a unit
price (seen or implied)
1. Each pencil should be sold for the same price. that is greater than
$10 but not in the list.
Place two of the following options in the blank spaces below to
make the statement true.
Level 0 – Little/no
Options : understanding

$5 $10 $20 $100 One Five Ten All other

combinations; blank;
off topic

_________ pencil(s) will be sold for ____________.

107
 Scoring: Part 2
Mathematics
Level 3 – Full
Part 2 - Participating in a walkathon Understanding
Correctly calculates
The second fundraising activity is a walkathon. $200 with correct
explanation AND
The teacher told you that each student will collect $50 for each 0.5 correctly determines
of a kilometre that the student walks. Sam walks 2 kilometres. What the minimum number
is the amount of money Sam will collect? Show how you found your of students needed
answer. with correct
explanation

Level 2 – Partial
Understanding
Correctly calculates
$200 with correct
explanation but makes
errors in determining
the minimum number
of students needed.
Answer the following question using information from the question OR
above.
Incorrectly calculates
If each student walks exactly 2 kilometres, what is the least number the amount collected
of students that will be needed to collect $8,000? Show how you for 2 km but correctly
uses this amount to
arrived at your answer.
determine the
minimum number of
students required.
Level 1 – Limited
understanding
Both answers are
incorrect OR only one
part of the item is
answered. It may
contain minor errors.

Level 0 – No
understanding
Incorrect answers with
no explanation; blank;
off-topic;
108 uninterpretable
 Mathematics
Scoring: Part 3
Part 3 – Participation in the Fundraiser
Level 3 – Full
Your school has three grade 4 classes: 4A, 4B and 4C. The table Understanding
shows the total number of students in each class and the fraction of
Correctly calculates
the class that is expected to participate in the fundraiser by either
selling pencils or walking in the walkathon. or its equivalent

with correct and

Fraction of the complete explanation.
Total number
class that will
Class of students in
participate in
the class Level 2 – Partial
the fundraiser
Understanding
Grade 4A 50 0.4
Fraction may/may not
Grade 4B 40 be stated. The
1 explanation is
Grade 4C 40 incomplete or contains
2
minor errors.
OR
A total of 50 Grade 4 students will participate in the fundraiser.
What fraction of Grade 4B students will participate? Incorrectly states the
fraction; the
Show how you arrived at your answer. explanation contains
minor errors

Level 1 – Limited
understanding
Correct fraction stated
with missing or
incorrect explanation
OR
fraction incorrectly
stated.

Level 0 – No
understanding
Explanation is loosely
related; blank; off-
topic; uninterpretable

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 Mathematics Scoring: Part 4

Part 4 - Choosing the fundraising activity. Level 4

Based on student’s
Use information from questions in Parts 1, 2 and 3 to response to parts 1 –
3, student selects the
answer the following question. correct activity (seen
or implied). Full
• If selling pencils is chosen as the fundraising activity, each
details of both
participating activities are given.
Grade 4B student should sell 20 pencils.

Level 3
• If the walkathon is chosen as the fundraising activity, each Activity chosen may
participating or may not be named.
Grade 4B student should walk 4 kilometres. Full details and
correct explanation are
The participating grade 4B students need to collect $4,000 or more. given for only one of
Explain to your teacher which fundraising activity you would the activities.
Explanation for the
recommend. In your explanation, give details on both activities and
other activity is
use mathematics to explain how you arrived at your present but contains
recommendation. major errors.

Level 2
An activity is chosen
(correct or incorrect).
Details and
explanation based on
only one activity. The
explanation of the
other activity is
missing. The
explanation may have
errors.

Level 1
Chosen activity
named but explanation
is incorrect or
missing.

Level 0
Explanation is loosely
related; blank; off-
110 topic; uninterpretable
 Mathematics
Student Responses

Student A
Part 1
Level 2
A unit price of $10 is
seen.

Part 2
Level 3
Correctly calculates
$200 with correct
explanation AND
correctly determines
the minimum
number of students
needed with correct
explanation

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Mathematics

Part 3
Level 3
Correctly calculates
or its equivalent

with correct and

complete
explanation.

Part 4
Level 3
Activity chosen is
named. Full details and
correct explanation are
given for only one of
the activities.
Explanation for the
other activity is
present but contains
major errors.

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Mathematics

Student B
Part 1
Level 2
A unit price of $10 is
implied.

Part 2
Level 2
Correctly calculates
$200 with correct
explanation but
makes errors in
determining the
minimum number of
students needed.

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Mathematics

Part 3
Level 1
Correct fraction
stated with missing
explanation

Part 4
Level 4
Based on student’s
response to parts 1 – 3,
student selects the
correct activity (seen).
Full details of both
activities are given.

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Mathematics

Student C

Part 1
Level 2
A unit price of $10 is
implied.

Part 2
Level 1
Both answers are
incorrect

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Mathematics

Part 3
Level 1
Correct fraction
stated with incorrect
explanation

Part 4
Level 1
Chosen activity named
but explanation is
incorrect.

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Mathematics

Student D

Part 1
Level 0
Any other
combination

Part 2
Level 0
Incorrect answers/
off topic

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Mathematics

Part 3
Level 1
Correct fraction
stated with no
explanation

Part 4
Level 0
Explanation is loosely
related

118
 Conclusion
For our students to become successful in their endeavours, it is
important that we equip them with the skills that position them
to have access to the many opportunities that technology and
other affords us in this 21st century and beyond. To achieve this,
the full implementation of the National Standards Curriculum is
of utmost importance.

We encourage teachers to pay careful attention to the

knowledge and skills that students are to acquire as outlined in
the preamble, objectives and suggested activities in the
curriculum documents. The utilization of student-centred
methodologies that engage students as they explore content,
construct their own knowledge and extend their thinking (as
outlined in the curriculum guides) will ensure students are
adequately prepared to apply what they have learnt in the real
world.

The Primary Exit Profile seeks to give students more

opportunities to demonstrate mastery of these knowledge and
skills. It is the hope of the Student Assessment Unit that
teachers and all other stakeholders will find this document
useful as we partner to secure the futures of our children.

119