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 answers The student answers The student answers The student correctly: fewer than four out of four or five out of eight six or seven out of Estimates the eight parts correctly. parts correctly. eight parts correctly. length of each 2.MD.2 item. 2.MD.3 Measures to the 2.MD.4 nearest whole unit to answer: Envelope is about 4 in and 10 cm. Pencil is about 6 in and 15 cm. Crayon is about 3 in and 8 cm. Scissors are about 5 in and 13 cm. Answers that the envelope is 2 cm longer than the crayon. Answers centimeters. Explains that centimeters have a smaller length unit than inches, so there are more
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 2.MD.2 2.MD.3 2.MD.4 The student answers fewer than four out of eight parts correctly. The student answers four or five out of eight parts correctly. The student answers six or seven out of eight parts correctly. The student correctly: Estimates the length of each item. Measures to the nearest whole unit to answer: Envelope is about 4 in and 10 cm. Pencil is about 6 in and 15 cm. Crayon is about 3 in and 8 cm. Scissors are about 5 in and 13 cm. Answers that the envelope is 2 cm longer than the crayon. Answers centimeters. Explains that centimeters have a smaller length unit than inches, so there are more