STEP 1 STEP 2 STEP 3 STEP 4 Assessment Missing or incorrect Missing or incorrect A correct answer A correct answer Task Item answer and little answer but with some evidence supported by evidence of evidence of some of reasoning or substantial reasoning or reasoning or application of evidence of solid application of application of mathematics to reasoning or mathematics to mathematics to solve the problem, application of solve the problem. solve the problem. or an incorrect mathematics to answer with solve the problem. substantial evidence of solid reasoning or application of mathematics to solve the problem. 1 a – d Student answered 0–1 Student answered 2–3 Student answered 3–4 Student answered all parts of (a) – (d) parts of (a) – (d) parts of (a) – (d) parts of (a) – (d) correctly. correctly. correctly. correctly. 8.EE.1 Student was able to Student was able to Student provided correct Student provided solid complete the table for at complete the table in answers with some reasoning for making least values of 0–5 for part (b) correctly for 5 or reasoning for making calculations with proper part (b). Student was more entries, including calculations. OR use of grade-level unable to respond to at least one value on Student had a few vocabulary. questions or left items each side of the value miscalculations, but blank. given for year 1. provided substantial Student provided a reasoning with proper limited expression of use of grade-level their reasoning in parts vocabulary. (c) and (d). Student answered 0–1 Student answered 1–2 Student answered 2–3 Student answered all e – g parts of (e) – (g) parts of (e) – (g) parts of (e) – (g) parts of (e) – (g) correctly. Student was correctly. Student was correctly. Equation correctly. 8.EE.1 unable to relate the able to relate the pattern given was correct AND Student justified pattern in the problem in the problem to student was able to answers and made to exponential growth. exponential growth by answer questions, but accurate conclusions writing an equation. justifications were based on the Student justifications incomplete. OR information provided in were incomplete. The equation given the problem. Student related the pattern to was able to explain exponential growth, but limitations of equation was incomplete or when looking ahead in contained a minor error time and back in time. AND student was able to answer questions using solid reasoning based on the information provided.
Assessment Task Item STEP 1 Missing or incorrect answer and little evidence of reasoning or application of mathematics to solve the problem. STEP 2 Missing or incorrect answer but evidence of some reasoning or application of mathematics to solve the problem. STEP 3 A correct answer with some evidence of reasoning or application of mathematics to solve the problem, or an incorrect answer with substantial evidence of solid reasoning or application of mathematics to solve the problem. STEP 4 A correct answer supported by substantial evidence of solid reasoning or application of mathematics to solve the problem. 1 a – d 8.EE.1 Student answered 0–1 parts of (a) – (d) correctly. Student was able to complete the table for at least values of 0–5 for part (b). Student was unable to respond to questions or left items blank. Student answered 2–3 parts of (a) – (d) correctly. Student was able to complete the table in part (b) correctly for 5 or more entries, including at least one value on each side of the value given for year 1. Student provided a limited expression of their reasoning in parts (c) and (d). Student answered 3–4 parts of (a) – (d) correctly. Student provided correct answers with some reasoning for making calculations. OR Student had a few miscalculations, but provided substantial reasoning with proper use of grade-level vocabulary. Student answered all parts of (a) – (d) correctly. Student provided solid reasoning for making calculations with proper use of grade-level vocabulary. e – g 8.EE.1 Student answered 0–1 parts of (e) – (g) correctly. Student was unable to relate the pattern in the problem to exponential growth. Student answered 1–2 parts of (e) – (g) correctly. Student was able to relate the pattern in the problem to exponential growth by writing an equation. Student justifications were incomplete. Student answered 2–3 parts of (e) – (g) correctly. Equation given was correct AND student was able to answer questions, but justifications were incomplete. OR The equation given related the pattern to exponential growth, but was incomplete or contained a minor error AND student was able to answer questions using solid reasoning based on the information provided. Student answered all parts of (e) – (g) correctly. Student justified answers and made accurate conclusions based on the information provided in the problem. Student was able to explain limitations of equation when looking ahead in time and back in time.
G8-M1-Mid-Module%20Assessment.docx