Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what students CAN do now and what they need to work on next. A Progression Toward Mastery Assessment STEP 1 STEP 2 STEP 3 STEP 4 Task Item Little evidence of Evidence of some Evidence of some Evidence of solid and reasoning without reasoning without reasoning with a reasoning with a Standards a correct answer. a correct answer. correct answer or correct answer. Assessed evidence of solid reasoning with an incorrect answer. (1 Point) (2 Points) (3 Points) (4 Points) 1(a) The answer is correct, The work shows little The student obtains the The student obtains the and the student evidence of conceptual incorrect answer and correct answer but displays complete or procedural strength. has trouble does not show an confidence in applying 5.NF.1 manipulating the units equation or does not part–whole thinking to 5.NF.2 or setting up the obtain the correct a word problem with problem. answer through a very fractions, giving the small calculation error. correct answer of The part–whole or . thinking is completely accurate. 1(b) The student was unable The student’s solution The student has the The student correctly: to make sense of the is incorrect and, though correct answer to the Calculates that problem in any showing signs of real first question, but fails Sheldon needs kg of 5.NF.1 intelligible way. thought, is not to answer the second plant food. 5.NF.2 developed or does not question. Or, the Notes that is more connect to the story’s student has reasoned than , so Sheldon situation. through the problem does not have enough. well, setting up the equation correctly but making a careless error.
Evaluating Student Learning Outcomes A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing understandings that students develop on their way to proficiency. In this chart, this progress is presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what students CAN do now and what they need to work on next. A Progression Toward Mastery Assessment Task Item and Standards Assessed STEP 1 Little evidence of reasoning without a correct answer. (1 Point) STEP 2 Evidence of some reasoning without a correct answer. (2 Points) STEP 3 Evidence of some reasoning with a correct answer or evidence of solid reasoning with an incorrect answer. (3 Points) STEP 4 Evidence of solid reasoning with a correct answer. (4 Points) 1(a) 5.NF.1 5.NF.2 The work shows little evidence of conceptual or procedural strength. The student obtains the incorrect answer and has trouble manipulating the units or setting up the problem. The student obtains the correct answer but does not show an equation or does not obtain the correct answer through a very small calculation error. The part–whole thinking is completely accurate. The answer is correct, and the student displays complete confidence in applying part–whole thinking to a word problem with fractions, giving the correct answer of or . 1(b) 5.NF.1 5.NF.2 The student was unable to make sense of the problem in any intelligible way. The student’s solution is incorrect and, though showing signs of real thought, is not developed or does not connect to the story’s situation. The student has the correct answer to the first question, but fails to answer the second question. Or, the student has reasoned through the problem well, setting up the equation correctly but making a careless error. The student correctly: Calculates that Sheldon needs kg of plant food. Notes that is more than , so Sheldon does not have enough.