A Progression Toward Mastery Assessment STEP 1 STEP 2 STEP 3 STEP 4 Task Item Missing or Missing or incorrect A correct answer A correct answer incorrect answer answer but with some evidence supported by and little evidence evidence of some of reasoning or substantial of 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. 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 gave a short Student showed at Student solved the Student solved the – incorrect answer or least one correct step, equation correctly equation correctly left the question but the solution was (every step that was step that was A-REI.1 blank. incorrect. shown was correct) shown was correct) but did not express and expressed the the answer as a answer as a solution solution set. set. e Student did not Student answered b answered b Student answered b Student answer or answered and d but did not and d but made and d and articulated incorrectly with demonstrate misstatements in the solid reasoning in the A-SSE.1b something other reasoning in the explanation. explanation. A-REI.3 than b and d. explanation. 2 a b Student responded Student responded Student responded Student responded – incorrectly or left the correctly that c must correctly that c must correctly that c must question blank. be greater but did not be greater but gave an be greater and A-CED.3 use solid reasoning to incomplete or slightly supported the explain the answer. incorrect explanation statement with of why. well-expressed reasoning. 3 a Student responded Student responded Student responded Student responded incorrectly or left the correctly by circling correctly by circling correctly by circling
A Progression Toward Mastery 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 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 A-REI.1 Student gave a short incorrect answer or left the question blank. Student showed at least one correct step, but the solution was incorrect. Student solved the equation correctly (every step that was shown was correct) but did not express the answer as a solution set. Student solved the equation correctly step that was shown was correct) and expressed the answer as a solution set. e A-SSE.1b A-REI.3 Student did not answer or answered incorrectly with something other than b and d. Student answered b and d but did not demonstrate reasoning in the explanation. Student answered b and d but made misstatements in the explanation. Student answered b and d and articulated solid reasoning in the explanation. 2 a – b A-CED.3 Student responded incorrectly or left the question blank. Student responded correctly that c must be greater but did not use solid reasoning to explain the answer. Student responded correctly that c must be greater but gave an incomplete or slightly incorrect explanation of why. Student responded correctly that c must be greater and supported the statement with well-expressed reasoning. 3 a Student responded incorrectly or left the Student responded correctly by circling Student responded correctly by circling Student responded correctly by circling
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