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 is unable The student correctly The student correctly The student correctly: to complete either answers one question answers both Identifies that Olga question accurately. but may not explain his questions but to and Pedro’s pennies 1.OA.1 thinking adequately. explain using a math together make ten. 1.OA.2 drawing, number Solves for 14 sentence, and pennies in total. complete statement. Explains his thinking a math drawing, Or, the student number sentence, explains his thinking and complete using a math drawing, statement. number sentence, and complete statement, but answers one or both questions incorrectly.
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 1.OA.2 The student is unable to complete either question accurately. The student correctly answers one question but may not explain his thinking adequately. The student correctly answers both questions but to explain using a math drawing, number sentence, and complete statement. Or, the student explains his thinking using a math drawing, number sentence, and complete statement, but answers one or both questions incorrectly. The student correctly: Identifies that Olga and Pedro’s pennies together make ten. Solves for 14 pennies in total. Explains his thinking a math drawing, number sentence, and complete statement.
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