Secondary School Assisment

Government of the Republic of Trinidad and Tobago
MINISTRY OF EDUCATION
Division of Educational Research and Evaluation

Curriculum Planning and Development Division
Assessment Framework
for the Secondary Entrance Assessment
2019 - 2023
February 2018
Changes in the Assessment Framework
Reduction in the number of items in Mathematics.
Adjustments to the total raw scores for Mathematics.
Explicit connection between thinking processes and the objectives that
are assessed for Mathematics.
Incorporation of Money as a component under the Number strand in
Mathematics.
Changes in the Mathematics Paper
Section No. of Items Marks
Section I Twenty (20) 1 mark per item
Section II Twenty (20) 2 or 3 marks per item
Section III Five (5) 4 marks per item

Strands No. of Items Section I Section II Section III Total
Marks
10 mks 25 mks 8 mks 43
Number 22
(10 items) (10 items) (2 items)
Measurement 9
(4 items) (4 items) (1 item)
Geometry 7
Statistics 7
Total 45 20 50 20 90
Mathematics Framework
This is organized around two (2) dimensions:
• Content dimension, specifying the subject matter to be assessed
• Cognitive dimension, specifying the thinking processes to be assessed
Mathematical Thinking
• Real mathematical thinking lies at the heart of learning mathematics.
It involves making sense of mathematics through:
• making connections
• engagement
• reasoning
Mathematical Thinking
Processes
The SEA 2019 – 2023 will assess three types of mathematical thinking
processes within each of the four strands, these are:
• Knowing
• Applying
• Reasoning
Thinking Process - Knowing
• Students’ understanding of mathematical concepts and fluency in
mathematical skills
• enables easy recall of the language and basic facts and conventions of
number, symbolic representation, and spatial relations
• includes recall, recognize, classify/order, compute, retrieve and
measure

Recall Recall definitions, terminology, number properties, units of measurement, geometric
properties, and notation.
Recognize Recognize numbers, expressions, quantities, and shapes. Recognize entities that are
mathematically equivalent (e.g., equivalent familiar fractions, decimals, and percents;
different orientations of simple geometric figures).
Classify/Order Classify numbers, expressions, quantities, and shapes by common properties.
Compute Carry out algorithmic procedures for +, –, ×, ÷, or a combination of these with whole
numbers, fractions, and decimals.
Retrieve Retrieve information from graphs, tables, texts, or other sources.
Measure Use measuring instruments; and choose appropriate units of measurement.
Pupils become fluent in the fundamentals of mathematics through,
• varied and frequent practice
• increasingly complex problems
• over time
Pupils having conceptual understanding and are able to,

• recall facts
• apply knowledge
• rapidly and accurately solve problems
Content Domain: Number
Objective: Differentiate between factors and multiples and prime and
composite numbers and identify square numbers
Question 2:
Using the digits 4, 8 and 9, form the smallest number which is a
multiple of 6. (1 mark)
Thinking Process - Applying
• Application of mathematical knowledge of facts, skills, and
procedures or understanding of mathematical concepts to create
representations
• Involves problem solving with an emphasis on more familiar and
routine tasks
• Problems may be set in real-life situations, or may be concerned with
purely mathematical questions involving, for example, numeric
expressions, geometric figures, or statistical data sets.

Determine Determine efficient/appropriate operations,
strategies, and tools for solving problems for which
there are commonly used methods of solution.
Represent/Model Display data in tables or graphs; geometric figures,

or diagrams that model problem situations; and
generate equivalent representations for a given
mathematical entity or relationship.
Implement Implement strategies and operations to solve

problems involving familiar mathematical concepts
and procedures.
Pupils can solve problems by
• applying their mathematics
• breaking down problems into a series of simpler steps
• persevering in seeking solutions
Problems should be,

• Routine
• Non-routine
• Increasing in sophistication
Objective: Solve one-step problems involving fractions
Question 21:
Mark Scheme – Question 21
Thinking Process - Reasoning
• involves logical, systematic thinking
• based on patterns and regularities that can be used to arrive at
solutions to problems set in novel or unfamiliar situations
• involves transferring knowledge and skills to new situations; and
interactions among reasoning skills
• involves making logical deductions based on specific assumptions and
rules, and justifying results

Analyse Determine, describe, or use relationships among numbers,
expressions, quantities, and shapes.
Integrate/Synthesize Link different elements of knowledge, related representations,
and procedures to solve problems.
Evaluate Evaluate alternative problem-solving strategies and solutions.
Draw Conclusions Make valid inferences on the basis of information and
evidence.
Generalize Make statements that represent relationships in more general
and more widely applicable terms.
Justify Provide mathematical arguments to support a strategy or
solution.
Pupils must be able to reason mathematically by,
• following a line of enquiry
• conjecturing relationships and generalisations
• developing an argument
• justifying or proving a conclusion using mathematical language
How Do Students Develop Reasoning?
They understand core concepts and make

They have an insecure understanding of concepts connections
They solve routine problems in known contexts They show exceptional independence when
solving problems in a range of contexts
They follow the teacher’s example They think for themselves and persevere with challenges, knowing they will succeed
They avoid making mistakes They embrace the value of learning from mistakes and false starts
They use techniques/algorithms correctly They reason, generalise and make sense of solutions
• What are some Always, Sometimes, Never statements that relate to a
concept?
“If the answer is cm², you are measuring area.”
“All multiples of 3 have 3, 6 or 9 as factors.”
• What else do we know and why?

“If we know that half of the area of the square is 8cm2
then what else do we know? How do we know?”
• If this is the answer, then what is the question?

24
Square Numbers
Isosceles triangle
• Draw out the linkages and generalisations.
An even number…
Number with the product of 60
Factors of 36
Objective: Solve problems involving length
Question 34:
Mia used 8 m of ribbon to make bows. She used 36 cm to make each
large bow and 12 cm to make each small bow. She made an equal
number of large and small bows.
If she has 32 cm remaining, how many bows did she make?
(3 marks)
Mark Scheme – Question 34
Alignment of Objectives and Processes
Objective Processes
Linear Measure
Select and use the most appropriate standard unit for measuring Knowing
various lengths/distances.
Convert linear measure from one form to the other (millimetres, Knowing
centimetres, metres, kilometres).
Apply decimal knowledge to record measurements. e.g. 123cm = Applying
1.23m
Solve computational problems involving the metre and the Reasoning
centimetre by using the relationship between them.
Write and explain the formulae for finding the perimeter of any Reasoning
given rectangle and square.
Strands No. of Knowing Applying Reasoning

Items
Number 22 40% 40% 20%

Measurement 9 40% 40% 20%
Geometry 7 40% 40% 20%
Statistics 7 40% 40% 20%
Thank you for your attention.

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Government of the Republic of Trinidad and Tobago

Division of Educational Research and Evaluation

Section I Twenty (20) 1 mark per item

Section II Twenty (20) 2 or 3 marks per item

Section III Five (5) 4 marks per item

Classify/Order Classify numbers, expressions, quantities, and shapes by common properties.

Pupils having conceptual understanding and are able to,

Represent/Model Display data in tables or graphs; geometric figures,

Implement Implement strategies and operations to solve

Problems should be,

They understand core concepts and make

• What else do we know and why?

• If this is the answer, then what is the question?

Strands No. of Knowing Applying Reasoning

Number 22 40% 40% 20%

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