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 the student 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 reasoning without reasoning without reasoning with a reasoning with a a correct answer. a correct answer. correct answer or correct answer. evidence of solid reasoning with an incorrect answer. (1 Point) (2 Points) (3 Points) (4 Points) 1 The student’s answers The student’s answers The student’s answers The student correctly: are incorrect, and are incorrect, but there are correct, but the Solves each word 1.OA.1 there is no evidence of is evidence of responses are problem. reasoning. reasoning. For incomplete (e.g., may Tamra has 4 example, the student is be missing labels for more coins than able to write a number the drawing, an Willie. sentence. addition sentence, or There are 5 an explanation). The dimes on the student’s work is table. essentially strong. Peter has 3 coins. Demonstrates understanding of the problem situation through drawing/model. 2 The student is unable The student completes The student completes The student identifies to complete any at least part of one at least one sequence all numbers in the sequence of numbers. sequence. as well as at least one sequences: 1.NBT.1 number in the 115, 116, 117, 118, additional sequence. 119, 120 102, 101, 100, 99, 98
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 the student CAN do now, and what they need to work on next. A Progression Toward Mastery Assessment Task Item 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 1.OA.1 The student’s answers are incorrect, and there is no evidence of reasoning. The student’s answers are incorrect, but there is evidence of reasoning. For example, the student is able to write a number sentence. The student’s answers are correct, but the responses are incomplete (e.g., may be missing labels for the drawing, an addition sentence, or an explanation). The student’s work is essentially strong. The student correctly: Solves each word problem. Tamra has 4 more coins than Willie. There are 5 dimes on the table. Peter has 3 coins. Demonstrates understanding of the problem situation through drawing/model. 2 1.NBT.1 The student is unable to complete any sequence of numbers. The student completes at least part of one sequence. The student completes at least one sequence as well as at least one number in the additional sequence. The student identifies all numbers in the sequences: 115, 116, 117, 118, 119, 120 102, 101, 100, 99, 98