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 4.G.1 The student attempts to draw some points, lines, and rays for the figure, but does so incorrectly and without correctly identifying an obtuse or acute angle. The student correctly draws the figure, but is unable to identify an obtuse or acute angle. The student correctly draws the figure to match directions, but correctly identifies only one of the two angles. Or, the student follows directions to complete the figure incorrectly, but correctly identifies an acute and obtuse angle. The student correctly draws all lines, line segments, and rays as stated. The student correctly identifies an acute and obtuse angle based on the figure drawn. (Note: Drawings and angles may differ for each student.) 2 4.MD.6 4.G.1 The student correctly measures and classifies fewer than two of the three angles. The student correctly measures and classifies at least two of the three angles, providing some reasoning. The student correctly measures at least two of the three angles and classifies them all correctly. Or, the student correctly measures all three angles, but does not provide solid reasoning for classifying angles. The student correctly measures and classifies all angles and correctly explains the classifications: 30°; acute; the angle measures less than 90°. 147°; obtuse; the angle measures greater than 90°. 90°; right; the angle measures exactly 90°. A Progression Toward Mastery 3 4.MD.6 4.G.1 The student attempts to draw and identify lines, but does so incorrectly. The student attempts to draw the diagram according to given directions, but is only The student correctly completes the drawing according to directions, identifying the parallel The student correctly draws and labels all points and lines, as well as identifies as parallel
able to create one set of perpendicular lines. There are no sets of parallel lines created and little reasoning about parallel lines. lines, but is unable to provide solid reasoning about why the lines are parallel. Or, the student correctly identifies parallel lines and provides solid reasoning as to why specific lines are parallel, but does not draw the figure as directed. to . The student correctly reasons that the lines are parallel because they are an equal distance apart from each other. (Drawings will vary, but must contain all required elements to be considered correct.) 4 4.MD.5 The student is unable to complete any part or is able to complete only one part of the problem. The student correctly completes Part (b) and one of the three remaining parts. The student correctly completes Part (b) and two of the three remaining parts. The student correctly completes all four parts: Clock hands depict 3:00. Possible correct responses include 90° angle, right angle, or 270° angle 3:30. Four turns. 5 4.MD.5 The student is unable to complete either of the two parts. The student correctly completes one of the two parts. The student correctly answers Part (a), but only answers one question from Part (b) correctly. The student correctly completes both parts of the problem: 270°. Each girl turned 90. Each turned of a full turn. A Progression Toward Mastery 6 4.MD.5 4.MD.6 4.G.1 The student correctly completes four or fewer of the nine components. The student correctly completes five or six of the nine components. The student correctly completes seven or eight of the nine components. The student correctly completes all nine components: FGD = 42° DGK = 138°