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 students is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the 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 The student labels the The student is unable The student shows The student correctly: number line, but thinks to label the number good reasoning and Labels the number 3.NF.2a is because of the 2 in line. makes one small line with sixths. 3.NF.3a the numerator. Clear mistake, such as failing Identifies as the flaws in understanding to correctly label , or are visible. halfway point for failing to identify the Betsy’s coat. fraction equal to . Writes any fraction equivalent to , such as . 2 The student does not The student may The student’s The student uses demonstrate partition the strip explanation lacks words, pictures, and understanding. correctly, but gives no clarity, but the drawing numbers to: 3.NF.3b clear explanation. shows understanding. Explain how Jerry The strip is labeled. 3.G.2 would make smaller 3.NF.1 equal parts. Name a fraction equal to , such as , , or .
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 students is to achieve Step 4 mastery. These steps are meant to help teachers and students identify and celebrate what the 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 3.NF.2a 3.NF.3a The student is unable to label the number line. The student labels the number line, but thinks is because of the 2 in the numerator. Clear flaws in understanding are visible. The student shows good reasoning and makes one small mistake, such as failing to correctly label , or failing to identify the fraction equal to . The student correctly: Labels the number line with sixths. Identifies as the halfway point for Betsy’s coat. Writes any fraction equivalent to , such as . 2 3.NF.3b 3.G.2 3.NF.1 The student does not demonstrate understanding. The student may partition the strip correctly, but gives no clear explanation. The student’s explanation lacks clarity, but the drawing shows understanding. The strip is labeled. The student uses words, pictures, and numbers to: Explain how Jerry would make smaller equal parts. Name a fraction equal to , such as , , or .