{"id":{"repo_id":"ku","oai_identifier":"oai:kuscholarworks.ku.edu:1808/39083"},"canonical_url":"https://search.dev.ndltd.org/etd/ku/oai:kuscholarworks.ku.edu:1808/39083","repository":{"repo_id":"ku","name":"University of Kansas","base_url":"https://kuscholarworks.ku.edu/server/oai/request"},"display":{"title":"SNAP vs. FSA: Competency-Based Numeracy Assessments Count","abstract":"This study examined the predictive qualities of a competency-based mathematics assessment relating to a traditional mathematics assessment. The competency-based assessment is a school district developed assessment called the Student Numeracy Assessment & Practice (SNAP). The traditional mathematics assessment is the Foundation Skills Assessment (FSA), developed and provincially mandated by the British Columbia Ministry of Education. The study's methodology examines the correlations between student achievement on SNAP and the FSA. The study controls for social economic status (SES), ethnicity, special education designation, and gender in the context of middle school learning in Chilliwack, British Columbia and answers the question: Does student achievement on the grade 6 SNAP predict achievement on the grade 7 numeracy FSA? Additional research questions consider the impact of independent variables (reading achievement, report card mathematics achievement, and mathematical student self-efficacy) on both the FSA and SNAP assessments. This study's methodological approach involved the correlation of student cohort achievement data limited to the 2018/19 cohort of year six (grade 6) students in the Chilliwack School District. The study followed this cohort's achievement through completing the grade 7 FSA in the fall of 2019. There are 786 students represented in the sample size. The study showed a strong correlation r = .60 between SNAP and FSA. Additional findings included similar correlations between both assessments and classroom-based letter grades. Final findings included a strong correlation between FSA numeracy achievement and FSA reading achievement. Remarkably, this correlation was not evident between SNAP and FSA reading, indicating a striking difference between the two assessments. Identifying a competency-based numeracy assessment that does not have significant correlation to reading achievement is the most significant outcome of this study.","abstract_html":"This study examined the predictive qualities of a competency-based mathematics assessment relating to a traditional mathematics assessment. The competency-based assessment is a school district developed assessment called the Student Numeracy Assessment & Practice (SNAP). The traditional mathematics assessment is the Foundation Skills Assessment (FSA), developed and provincially mandated by the British Columbia Ministry of Education. The study's methodology examines the correlations between student achievement on SNAP and the FSA. The study controls for social economic status (SES), ethnicity, special education designation, and gender in the context of middle school learning in Chilliwack, British Columbia and answers the question: Does student achievement on the grade 6 SNAP predict achievement on the grade 7 numeracy FSA? Additional research questions consider the impact of independent variables (reading achievement, report card mathematics achievement, and mathematical student self-efficacy) on both the FSA and SNAP assessments. This study's methodological approach involved the correlation of student cohort achievement data limited to the 2018/19 cohort of year six (grade 6) students in the Chilliwack School District. The study followed this cohort's achievement through completing the grade 7 FSA in the fall of 2019. There are 786 students represented in the sample size. The study showed a strong correlation r = .60 between SNAP and FSA. Additional findings included similar correlations between both assessments and classroom-based letter grades. Final findings included a strong correlation between FSA numeracy achievement and FSA reading achievement. Remarkably, this correlation was not evident between SNAP and FSA reading, indicating a striking difference between the two assessments. Identifying a competency-based numeracy assessment that does not have significant correlation to reading achievement is the most significant outcome of this study.","abstract_has_math":false,"creators":["Savage, Kirk Anthony Brock"],"institution":"University of Kansas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Wolf-Wendel, Lisa E."],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021-08-31","date_published":"2021-08-31","updated_at":"2026-07-24T02:45:07Z","subjects":["Educational leadership","Education policy","Competency-based mathematics","For","of","as learning","FSA","Numeracy Assessment","Reading","SNAP"],"languages":["en"],"rights":["Copyright held by the author."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:17846"],"render_values":[{"text":"http://dissertations.umi.com/ku:17846","href":"http://dissertations.umi.com/ku:17846","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/1808/39083","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Wolf-Wendel, Lisa E."]},{"key":"dc:creator","label":"Author","values":["Savage, Kirk Anthony Brock"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-04-25T03:43:18Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-25T03:43:18Z"]},{"key":"dc:date.issued","label":"Date","values":["2021-08-31"]},{"key":"dc:publisher","label":"Institution","values":["University of Kansas"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership","Education policy","Competency-based mathematics","For","of","as learning","FSA","Numeracy Assessment","Reading","SNAP"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright held by the author."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["http://dissertations.umi.com/ku:17846"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/1808/39083"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study examined the predictive qualities of a competency-based mathematics assessment relating to a traditional mathematics assessment. The competency-based assessment is a school district developed assessment called the Student Numeracy Assessment & Practice (SNAP). The traditional mathematics assessment is the Foundation Skills Assessment (FSA), developed and provincially mandated by the British Columbia Ministry of Education. The study's methodology examines the correlations between student achievement on SNAP and the FSA. The study controls for social economic status (SES), ethnicity, special education designation, and gender in the context of middle school learning in Chilliwack, British Columbia and answers the question: Does student achievement on the grade 6 SNAP predict achievement on the grade 7 numeracy FSA? Additional research questions consider the impact of independent variables (reading achievement, report card mathematics achievement, and mathematical student self-efficacy) on both the FSA and SNAP assessments. This study's methodological approach involved the correlation of student cohort achievement data limited to the 2018/19 cohort of year six (grade 6) students in the Chilliwack School District. The study followed this cohort's achievement through completing the grade 7 FSA in the fall of 2019. There are 786 students represented in the sample size. The study showed a strong correlation r = .60 between SNAP and FSA. Additional findings included similar correlations between both assessments and classroom-based letter grades. Final findings included a strong correlation between FSA numeracy achievement and FSA reading achievement. Remarkably, this correlation was not evident between SNAP and FSA reading, indicating a striking difference between the two assessments. Identifying a competency-based numeracy assessment that does not have significant correlation to reading achievement is the most significant outcome of this study."]},{"key":"dc:title","label":"Title","values":["SNAP vs. FSA: Competency-Based Numeracy Assessments Count"]}]}],"canonical_facts":{"dc:contributor.advisor":["Wolf-Wendel, Lisa E."],"dc:creator":["Savage, Kirk Anthony Brock"],"dc:date.accessioned":["2026-04-25T03:43:18Z"],"dc:date.available":["2026-04-25T03:43:18Z"],"dc:date.issued":["2021-08-31"],"dc:description.abstract":["This study examined the predictive qualities of a competency-based mathematics assessment relating to a traditional mathematics assessment. The competency-based assessment is a school district developed assessment called the Student Numeracy Assessment & Practice (SNAP). The traditional mathematics assessment is the Foundation Skills Assessment (FSA), developed and provincially mandated by the British Columbia Ministry of Education. The study's methodology examines the correlations between student achievement on SNAP and the FSA. The study controls for social economic status (SES), ethnicity, special education designation, and gender in the context of middle school learning in Chilliwack, British Columbia and answers the question: Does student achievement on the grade 6 SNAP predict achievement on the grade 7 numeracy FSA? Additional research questions consider the impact of independent variables (reading achievement, report card mathematics achievement, and mathematical student self-efficacy) on both the FSA and SNAP assessments. This study's methodological approach involved the correlation of student cohort achievement data limited to the 2018/19 cohort of year six (grade 6) students in the Chilliwack School District. The study followed this cohort's achievement through completing the grade 7 FSA in the fall of 2019. There are 786 students represented in the sample size. The study showed a strong correlation r = .60 between SNAP and FSA. Additional findings included similar correlations between both assessments and classroom-based letter grades. Final findings included a strong correlation between FSA numeracy achievement and FSA reading achievement. Remarkably, this correlation was not evident between SNAP and FSA reading, indicating a striking difference between the two assessments. Identifying a competency-based numeracy assessment that does not have significant correlation to reading achievement is the most significant outcome of this study."],"dc:identifier.other":["http://dissertations.umi.com/ku:17846"],"dc:identifier.uri":["https://hdl.handle.net/1808/39083"],"dc:language.iso":["en"],"dc:publisher":["University of Kansas"],"dc:rights":["Copyright held by the author."],"dc:subject":["Educational leadership","Education policy","Competency-based mathematics","For","of","as learning","FSA","Numeracy Assessment","Reading","SNAP"],"dc:title":["SNAP vs. FSA: Competency-Based Numeracy Assessments Count"],"dc:type":["Dissertation"]},"updated_at":"2026-07-24T02:45:07Z"}