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 Student may or may Student answers at Parts (a) and (b) are Student correctly: not answer any least two questions completely correct. Draws and labels a 3.G.1 questions correctly. correctly. Strategy or There may be a diagram with a 3.MD.8 Strategy or reasoning reasoning in Parts (b) calculation error in Part letter to represent 3.OA.8 in Parts (b) and (c) is and (c) may be unclear. (c), but work the unknown inappropriate for the demonstrates strategy length. problem. or reasoning Finds 34 feet and appropriate to the OR shows with problem. Student may answer equations (e.g., 16 + questions correctly, but 16 + 34 + b = 100, student work or 100 – 66 = 34 ft) or reasoning is missing written explanation entirely from Parts (b) (e.g., the shape is a or (c). rectangle because opposite sides of a rectangle are equal, so the missing side must be 34 feet) how they know the missing side length. Answers 81 sq ft. Work demonstrates strategy or reasoning appropriate to the problem (e.g., all four sides of a square are equal, so the sides can be found using 36 ÷ 4 = 9. 9 9 = 81). 2 Student may calculate Student correctly Student correctly Student correctly the missing side length calculates the missing calculates the missing answers 6 cm as the of one or no shapes side length for two or side length for at least missing side length for 3.MD.8 correctly. three shapes. four shapes. each shape.
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.G.1 3.MD.8 3.OA.8 Student may or may not answer any questions correctly. Strategy or reasoning in Parts (b) and (c) is inappropriate for the problem. OR Student may answer questions correctly, but student work or reasoning is missing entirely from Parts (b) or (c). Student answers at least two questions correctly. Strategy or reasoning in Parts (b) and (c) may be unclear. Parts (a) and (b) are completely correct. There may be a calculation error in Part (c), but work demonstrates strategy or reasoning appropriate to the problem. Student correctly: Draws and labels a diagram with a letter to represent the unknown length. Finds 34 feet and shows with equations (e.g., 16 + 16 + 34 + b = 100, 100 – 66 = 34 ft) or written explanation (e.g., the shape is a rectangle because opposite sides of a rectangle are equal, so the missing side must be 34 feet) how they know the missing side length. Answers 81 sq ft. Work demonstrates strategy or reasoning appropriate to the problem (e.g., all four sides of a square are equal, so the sides can be found using 36 ÷ 4 = 9. 9 9 = 81). 2 3.MD.8 Student may calculate the missing side length of one or no shapes correctly. Student correctly calculates the missing side length for two or three shapes. Student correctly calculates the missing side length for at least four shapes. Student correctly answers 6 cm as the missing side length for each shape.