Mathematics Standard Four Exam Format B y Necta
Mathematics Standard Four Exam Format from National Examinations Council of Tanzania (NECTA) – Standard Four National Assessment (SFNA).
This Mathematics assessment format is based on primary school syllabus of 2016 which took effect in 2017. The format intends to assess the levels of competences of the Standard Four pupils, as shown in the syllabus.
2.0 GENERAL OBJECTIVES
The assessment intends to measure the pupils’ competences in:
2.1 using the language of mathematics in communication;
2.2 thinking logically in evaluating different information;
2.3 solving problems in different contexts;
2.4 developing interest in using mathematical knowledge and logic for personal and societal growth; and
2.5 developing personal mental abilities in Reading, Writing and Numeracy skills (3Rs).
3.0 GENERAL COMPETENCES
The assessment which is based on the primary school mathematics syllabus, intends to measure the competencies and skills of a pupil in:
3.1 using the language of mathematics in presenting an idea or a motion (part one);
3.2 thinking and verifying in daily life (part one);
3.3 solving problems in different contexts;
3.4 thinking and verifying in daily life (part two); and
3.5 using the language of mathematics in presenting an idea or an argument (part two).
4.0 SPECIFIC COMPETENCIES
The assessment will specifically measure the ability of the pupil to:
4.1 use the number concept for communicating in different contexts;
4.2 use the skills of sequence in daily life;
4.3 use the mathematical operations to solve problems;
4.4 use the skills of the relationship between the number and things in different contexts (money and time);
4.5 use the skills of mathematical shapes in the mathematical context;
4.6 use the measurement skills in different contexts; and
4.7 use the statistical skills in presenting different information.
5.0 ASSESSMENT RUBRIC
The assessment paper will consist of five (5) questions, each with five (5) sub-items. Moreover, each question will come from a respective and specific competency. The first question will be based on using the number concept for communicating in different contexts. The second question will be based on using skills of sequence in daily life. The third question will be based on using the mathematical operations or using the skills of the relationship between the number and things in the contexts of money and time. The fourth question will be based on using skills of measurement or mathematical shapes skills. The fifth question will be based on using statistical skills in presenting different information. Each sub-item of all questions will carry two (2) marks; making a total of fifty (50) marks. The duration of the assessment will be 1:30 hours; and 2:00 hours for the pupils with the visual impairment.
6.0 ASSESSMENT CRETERIA
The following are levels of performance in each task against the assessment criterias:
6.1 A pupil will be deemed to have poor competence if they fail all items of the question or if they pass only one item of each question.
6.2 A pupil will be deemed to have average competence if they answer two to three (2-3) items of each question correctly.
6.3 A pupil will be deemed to have good competence if they answer four (4) items of each question correctly.
6.4 A pupil will be deemed to have excellent competence if they answer five (5) items of each question correctly.
The assessment guide for the Mathematics competences is presented in Table 4.