Foundation Skills Assessment

SCORING GUIDE
Grades 4 and 7

Step-by-Step Guide for Scoring Constructed Responses................... 1

Grade 4 Literacy: Comprehend and Connect Rubric.......................... 6
Grade 7 Literacy: Comprehend and Connect Rubric.......................... 7
Literacy: Personal Response Scoring Rubric......................................8
Numeracy Scoring Rubric...................................................................9

© 2024 Province of British Columbia

Step-by-Step Guide for Scoring
Constructed Responses
FSA Grades 4 and 7

Prior to Scoring
Review the following guidelines for holistic scoring:
• Score holistically. Read each response completely and carefully to get a general
impression before considering a score.
• When scoring holistically, the focus should be on what the student can do, and the
strengths demonstrated in the student’s work. No single aspect of the student’s work
carries more importance or weight than another when scoring holistically.

Remember, the student responses are draft work, done under a time constraint.
Score what is on the paper, not what you think the student might have done with
more time to edit and refine. Focus on what the student does well.

• Refrain from correcting the student response. Correcting errors makes the scorers overly
attentive to the conventions rather than balancing all the criteria when scoring holistically.
• Refer to the rubrics regularly to stay focused. Scoring rubrics form the basis for assessment;
refer to them often, especially if unsure what score to give the student’s work. Markers should
review the rubrics at the beginning of each scoring session, and continue to refer to them
during scoring, adding notes and highlighting aspects of importance.

Reminder: Rubrics are used to support holistic scoring. The bullet points in each
rubric describe, in whole or in part, the evidence found within the student work,
but do not form a complete list of what is needed for that particular score.

• Use your professional judgment, based on the balance of strengths and weaknesses
according to the scoring rubric, and arrive at an overall score for the response. Be aware
of any personal biases.

2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved. • 1
 • Score for the ‘line of best fit.’ Markers should give an overall score for the student
response, based on the score of the rubric where most of their response falls. Often
students will score across two or three score points on the rubric. The final score should
reflect where most of a student’s response lies.

FSA Numeracy Scoring Rubric When being

scored, this
reasoning to solve
Score holistically, for the ‘line of best fit’. The bullet points in the rubric describe, in whole or in part,

Scoring
the problem is not

Holistic
the evidence found within the student work, but do not form a complete list of what is needed for that
explained
score. Responses often score across two or three score points on the rubric. The final score should
reflect where most of the response lies.

1
Student demonstrates
2
Student demonstrates
3
Student demonstrates
4
Student demonstrates
student’s work
received the greatest
limited ability to view the basic ability to view the proficient ability to view the advanced ability to view the
situation mathematically. situation mathematically. situation mathematically. situation mathematically.
Approach or representation Approach or representation Approach or representation Approach or representation
Snapshot is ineffective. Reasoning or
evidence is absent.
is difficult to follow.
Reasoning or evidence is
is sensible and generally
can be followed.
is effective and is easily
followed. Reasoning and
lacking to some degree. Reasoning or evidence evidence are clear and well

number of highlights for

contains minor presented.
inconsistencies.

NR (answer 0
No response
Information is simply recopied from the problem; work is not relevant to the problem;

descriptors in Scale 4,
page
is blank) response contains very inappropriate language; or all work is erased or crossed out.

therefore, ‘line of best fit’

1 2 3 4
reasoning to solve reasoning to solve the reasoning to solve the reasoning to solve the
the problem is not problem is implied problem is partially problem is explained
Analyze
Reason

explained explained in detail and insightful

analysis of solution
is absent
analysis of solution is
present but not well
supported by work
analysis of solution is
sufficiently supported
by work
analysis of solution is
thoroughly supported
by work shown
would be a score of 4.
insufficient emergent sufficient clear understanding
understanding of understanding of understanding of of mathematical
mathematical mathematical mathematical concepts and skills
concepts and skills concepts and skills, concepts and skills, to solve problem
Understand

to solve problem although insufficient to solve problem

Solve

to solve problem

inappropriate strategy chosen to strategy chosen to strategy chosen to

strategy chosen to solve problem solve problem is solve problem is
solve problem contains relevant appropriate with minor appropriate; solution
steps but does not errors in execution or is thoroughly
lead to an appropriate calculation described and free
solution of errors

response does response response response

not communicate a communicate a communicate a communicate a
solution to problem starting solution to solution to problem, structured solution to
problem, although with simple problem, supported
Communicate

may be unorganized explanation that with explanation

Represent

make sense; contains

minor errors

limited representation inconsistent consistent clear and concise

using mathematical representation of representation of representation of
organizers, language, mathematical mathematical mathematical
units organizers, language, organizers, language, organizers, language,
units units, with minor units
omissions

2 • 2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved.
Literacy: Comprehend and Connect Questions (Q1 and Q2)
• Read the texts and the questions for both themes in the FSA Student Response Booklet.
• Review the Possible Solutions and add appropriate response(s) as you come across them in
student responses during scoring.
In general, each question will generate a variety of appropriate solutions
from students.

• Review the Literacy: Comprehend and Connect Rubric.

Highlight key words for each scale point:

1 2 3 4
limited understanding clear understanding, in-depth
understanding, the gist, simplistic support mostly understanding,
misreading, support, literal accurate support accurate,
verbatim recall interpretation insightful

• Score the provincial exemplars for Literacy: Comprehend and Connect.

Score multiple (e.g., three to four) exemplars at a time.

• Score for the ‘line of best fit.’

• Compare your score with the assigned score, review the rationales for each response and
discuss them with your group or partner.

Literacy: Personal Response Question (Q3)

• Review the Literacy: Personal Response Rubric.

Highlight key words for each scale point:

1 2 3 4
unorganized, some organization, organized, organized, focused,
few personal some personal clear personal insight, sophisticated
connections, connections, connections, language
simple language generally simple language is clear
language

• Read the Personal Response prompt in the FSA Student Response Booklet.
• Score the provincial exemplars for Literacy: Personal Response.

Score multiple (e.g., three to four) exemplars at a time.

• Score for the ‘line of best fit.’

• Compare your score with the assigned score, review the rationales for each response and
discuss them with your group or partner.

2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved. • 3
Numeracy

• Read the Numeracy written-response questions in the FSA Student Response Booklet.
• Review the Numeracy Rubric and the Numeracy Possible Solutions.
Highlight key words for each scale point:

1 2 3 4
limited ability, basic ability, proficient ability, advanced ability,
approach ineffective, approach difficult to approach approach is effective,
evidence is absent follow, evidence is sensible, evidence evidence is clear and
lacking contains minor well presented
inconsistencies
• Score the provincial exemplars for Numeracy.

Score multiple (e.g., three to four) exemplars at a time.

• Score for the ‘line of best fit.’

• Compare your score with the assigned score, review the rationales for each response and
discuss with your group or partner.

During Scoring

• Decide on scoring individually, in pairs or in groups.

• Make sure you have the following documents:
Student Response Booklets
Rubrics for Literacy and Numeracy
Possible Solutions for Literacy and Numeracy
Provincial exemplars
• Read all the Literacy texts and questions in the Student Response Booklet.
• Review the list of possible solutions for the Literacy: Comprehend and Connect questions and add
additional responses to the list.
• Follow the guidelines for holistic scoring to score student responses.
• Use the Literacy: Comprehend and Connect Rubric to score the Comprehend and Connect
questions (Q1 and Q2). Use the Literacy Possible Solutions to assist during scoring.
• Use the Literacy: Personal Response Rubric to score the Personal Response questions (Q3).
• Use the Numeracy Rubric to score the numeracy questions. Use the Numeracy Possible Solutions
to assist during scoring.
• Record each score in the score box at the bottom of the page.
• Score for the ‘line of best fit.’

4 • 2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved.
After Scoring

• Verify the student has correctly indicated their choice of theme on the cover of the Student
Response Booklet.
• If the theme indicated on the cover does not match the theme completed by the student,
please correct the check box on the cover to ensure accurate score entry.
• Verify that the literacy and numeracy scores have been correctly copied to the cover of the
Student Response Booklet.
• Return all Student Response Booklets to the district/principal’s office for score entry.
• Refer to the FSA Administration Manual for score entry and printing of the Results Report.

2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved. • 5
 FSA Grade
FSA 4 4Literacy:
Grade Literacy:Comprehend
Comprehendand
and Connect Rubric
Connect Rubric
reasoning to solve for the ‘line
Score holistically, reasoning
of besttofit’
solve
. Thethe reasoning
bullet points to solve
in the rubric the
describe, reasoning
in whole or in to solve the
part,
Scoring
Holistic

the
theproblem is found
evidence not within theproblem is work,
student implied problem
but do not form is partially
a complete problemfor
list of what is needed is explained
that
explained
score. Responses often score across two or three score explained
points on the rubric. The finalinscore
detailshould
and insightful
reflect where most of the response lies.

1 2 3 4
Demonstrates a limited Demonstrates an Demonstrates a clear Demonstrates an in-depth
understanding or understanding of the gist of understanding of the text(s) and understanding of the
misreading of the text(s) the text(s) and question. The question. The reader is able to text(s) and question. The
Snapshot

and or question; possibly a reader is able to support their support their thinking using reader supports their
verbatim recall of thinking in a simplistic way; mostly accurate details closely thinking using accurate
information. literal interpretation of main linked to the central idea of the text based information;
ideas and concepts. question and text(s). may be insightful.

No response
NR (answer page
is blank)
0 Response does not have enough information to be scored; response contains very
inappropriate language; or all work is erased or crossed out.

1 2 3 4
limited understanding some understanding of understanding of the insightful understanding
of the text(s) and/or the text(s) and/or text(s) and question is of the text(s) and
question; may be an question is evident clearly evident question
inaccurate interpretation

may confuse main and some details; minimal includes details with detailed and elaborated
Comprehend

supporting information; relevant elaboration some relevant

no elaboration elaboration

response is incomplete, partially complete; may generally complete complete, clear,

a rewording of the be vague, lacks detail and accurate accurate and thorough
question; or is inaccurate

difficulty sequencing or may have difficulty information is sequenced information is sequenced

organizing information sequencing or or organized with few and organized; explains
organizing information errors cause and effect
focuses on literal make simple, obvious make logical make insightful
meaning inferences inferences inferences

no evidence of may include a simplistic may show some shows interpretation or

interpretation interpretation interpretation or insight insight

no integration of little integration of some integration of integrates specific

ideas, information or ideas, information or ideas, information or relevant details from
supporting evidence supporting evidence supporting evidence text(s) in response to
from the text(s) from the text(s) from the text(s) the question
Connect

may offer simple offers simple opinions offers reactions and offers reactions and
reactions or opinions with minimal support opinions with some opinions with logical
support support
with support, may be makes at least one makes one or more makes connections
able to make concrete, concrete connection to connection with some to self and/or other
obvious connections to personal experiences explanation; may text(s); often
prior knowledge or involve inference unique or insightful
personal experiences

6 • 2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved.
 FSA Grade 7 Literacy: Comprehend and Connect Rubric
FSA Grade 7 Literacy: Comprehend and Connect Rubric
Scoring reasoning to solve for the ‘line
Score holistically, of best
reasoning fit’. The
to solve thebullet points in thetorubric
reasoning solve describe,
the in whole or in part,
the
theproblem is not
Holistic

evidence found within the student

problem work, but do not problem
is implied form a complete list of what is needed for that
is partially
explained
score. Responses often score across two or three score points on the rubric. The final score should
explained
reflect where most of the response lies.

1 2 3 4
Demonstrates a limited Demonstrates an Demonstrates a clear Demonstrates an in-depth
understanding or understanding of the gist of understanding of the text(s) and understanding of the
Snapshot

misreading of the text(s) the text(s) and question. The question. The reader is able to text(s) and question. The
and or question; usually a reader is able to support their support their thinking using reader supports their
verbatim recall of thinking in a simplistic way; mostly accurate details closely thinking using accurate
information. literal interpretation of main linked to the central idea of the text based information;
ideas and concepts. question and text(s). may be insightful.

NR 0
No response
(answer page Response does not have enough information to be scored; response contains very
is blank) inappropriate language; or all work is erased or crossed out.

1 2 3 4
limited understanding basic understanding of clear understanding of in-depth understanding
of the text(s) and/or the text(s) and/or the text(s) and question; of the text(s) and
question; may be an question is evident; provides accurate question; work is
inaccurate interpretation often vague; information with specific precise and thorough;
sometimes incomplete references to the text may be insightful
may confuse main and identifies most main identifies main ideas identifies and restates
supporting ideas ideas and restates in own main ideas; explains
Comprehend

words; may use words how they are connected

from the passage
locates some details; locates some details; locates specific text locates specific relevant
omits a great deal omits some based information details; discussions may
be insightful

may place main events places main events in places main events in explains subtle
in order; explains some order, may explain order; explains relationship among
simple relations some relationship relationship among events; often
among events events speculates about
other possibilities
has difficulty making makes simple inferences make some inferences or
simple inferences or or predictions; little or no logical inferences or predictions based on
predictions text supported references predictions with text evidence; insightful
supported references

no integration of little integration of some integration of integrates specific

ideas, information or ideas, information or ideas, information or relevant ideas from
supporting evidence supporting evidence supporting evidence text(s) in response to
from the text(s) from the text(s) from the text(s) the question
no evidence of may include may show some shows interpretation
Connect

interpretation or interpretation or insight interpretation or insight or insight; makes

relevant insight in a simplistic way inferences

has difficulty making makes concrete and makes accurate makes and supports
simple and obvious obvious connections relatively direct connections
connections connections
simple, unsupported simple, direct reactions offers reactions and offers supported
reactions and opinions and opinions; gives opinions; with some reactions and opinions;
reasons if provided a logical support may show some
frame or model complexity

2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved. • 7
 FSA Literacy: Personal Response Scoring Rubric
reasoning to solve
Score holistically, for the ‘line of best fit’. The bullet points in the rubric describe, in whole or in part,
Scoring

the problem is not

Holistic

the evidence
explained found within the student work, but do not form a complete list of what is needed for that
score. Responses often score across two or three score points on the rubric. The final score should
reflect where most of the response lies.

1 2 3 4
Response acknowledges Response shows some Response shows clear Response shows extensive
the purpose; brief and understanding of the understanding of the understanding of the purpose;
Snapshot

unorganized; shows limited purpose; some sense of purpose; organized; ideas focused and organized; ideas
understanding; limited or no organization; ideas may be are developed; clear are supported; detailed,
personal connections; unevenly developed; some personal connections; thoughtful personal
simple language. personal connections; sense of voice; language is connections; strong sense of
generally simple language. clear and varied. voice; language is precise
and varied.

NR 0
No response
(answer page Response does not have enough information to be scored; response contains very
is blank) inappropriate language; or all work is erased or crossed out.

1 2 3 4
acknowledges the some understanding understanding of the extensive
purpose, but is too brief of the purpose; shows purpose is evident; understanding of
to demonstrate some insight shows insight the purpose;
understanding, or is demonstrates
unrelated to the purpose creative thinking
Create and Communicate

brief and unorganized some sense of organized, with some focused and
organization focus organized

ideas are poorly ideas are somewhat or ideas are developed, ideas are fully
developed unevenly developed, uses some supporting developed, includes
may be list like details details, reasons,
explanations

limited or no personal some personal clear personal detailed, thoughtful

connections connections connections personal connections

Limited or no sense of some sense of voice sense of voice is clear show a sense of
voice individuality; strong
sense of voice
basic language with generally basic generally relies on language is varied
limited vocabulary; language; errors direct language with and increasingly
may include frequent may affect clarity some variety in precise; often
errors in word choice vocabulary experiments with new
words or expressions

8 • 2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved.
 FSA
FSA Numeracy Scoring Rubric
Numeracy Scoring Rubric
reasoning to solve
Score holistically, for the ‘line of best fit’. The bullet points in the rubric describe, in whole or in part,
Scoring the problem is not
Holistic
the evidence found within the student work, but do not form a complete list of what is needed for that
explained
score. Responses often score across two or three score points on the rubric. The final score should
reflect where most of the response lies.

1 2 3 4
Student demonstrates Student demonstrates Student demonstrates Student demonstrates
limited ability to view the basic ability to view the proficient ability to view the advanced ability to view the
situation mathematically. situation mathematically. situation mathematically. situation mathematically.
Approach or representation Approach or representation Approach or representation Approach or representation
Snapshot

is ineffective. Reasoning or is difficult to follow. is sensible and generally is effective and is easily
evidence is absent. Reasoning or evidence is can be followed. followed. Reasoning and
lacking to some degree. Reasoning or evidence evidence are clear and well
contains minor presented.
inconsistencies.

NR 0
No response
(answer page Information is simply recopied from the problem; work is not relevant to the problem;
is blank) response contains very inappropriate language; or all work is erased or crossed out.

1 2 3 4
reasoning to solve reasoning to solve the reasoning to solve the reasoning to solve the
the problem is not problem is implied problem is partially problem is explained
Analyze
Reason

explained explained in detail and insightful

analysis of solution analysis of solution is analysis of solution is analysis of solution is

is absent present but not well sufficiently supported thoroughly supported
supported by work by work by work shown

insufficient emergent sufficient clear understanding

understanding of understanding of understanding of of mathematical
mathematical mathematical mathematical concepts and skills
concepts and skills concepts and skills, concepts and skills, to solve problem
Understand

to solve problem although insufficient to solve problem

Solve

to solve problem

inappropriate strategy chosen to strategy chosen to strategy chosen to

strategy chosen to solve problem solve problem is solve problem is
solve problem contains relevant appropriate with minor appropriate; solution
steps but does not errors in execution or is thoroughly
lead to an appropriate calculation described and free
solution of errors

response does response response response

not communicate a communicate a communicate a communicate a
solution to problem starting solution to solution to problem, structured solution to
problem, although with simple problem, supported
Communicate

may be unorganized explanation that with explanation

Represent

make sense; contains

minor errors

limited representation inconsistent consistent clear and concise

using mathematical representation of representation of representation of
organizers, language, mathematical mathematical mathematical
units organizers, language, organizers, language, organizers, language,
units units, with minor units
omissions

2024/25 FSA Scoring Guide © 2024 Province of British Columbia. All rights reserved. • 9