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 draws The student draws The student draws The student correctly valid models and/or valid models and/or valid models and/or answers all eight items, arrives at the correct arrives at the correct arrives at the correct and draws valid 5.NF.4a product for two or product for at least product for at least six models: 5.MD.1 more items. four or more items. or more items. 3 9 12 8 inches feet 49 2 The student’s work The student The student is able to The student correctly: shows no evidence of approximates the write the correct Writes a being able to express length of the shaded multiplication equation multiplication 5.NF.4a the length of the bar, but does not write for the diagram, but equation: × 3. 5.NF.3 shaded area. a multiplication incorrectly states the Finds the length of equation. length of the shaded the shaded part of part of the bar. the bar as or . 3 The student correctly: The student is unable The student correctly The student correctly to identify any equal identifies one correct identifies two equal Identifies (a), (c), expressions. expression. expressions. and (d) as equal to 5.OA.1 × 6. Explains why (b) is not equal.
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 5.NF.4a 5.MD.1 The student draws valid models and/or arrives at the correct product for two or more items. The student draws valid models and/or arrives at the correct product for at least four or more items. The student draws valid models and/or arrives at the correct product for at least six or more items. The student correctly answers all eight items, and draws valid models: 3 9 12 8 inches feet 49 2 5.NF.4a 5.NF.3 The student’s work shows no evidence of being able to express the length of the shaded area. The student approximates the length of the shaded bar, but does not write a multiplication equation. The student is able to write the correct multiplication equation for the diagram, but incorrectly states the length of the shaded part of the bar. The student correctly: Writes a multiplication equation: × 3. Finds the length of the shaded part of the bar as or . 3 5.OA.1 The student is unable to identify any equal expressions. The student correctly identifies one correct expression. The student correctly identifies two equal expressions. The student correctly: Identifies (a), (c), and (d) as equal to × 6. Explains why (b) is not equal.