Evaluating Student Learning Outcomes 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 The student’s answers are incorrect, and there is no evidence of reasoning. The student’s answers are incorrect, but there is evidence of reasoning. For example, the student is able to write a number sentence. The student’s answers are correct, but the responses are incomplete (e.g., may be missing labels for the drawing, an addition sentence, or an explanation). The student’s work is essentially strong. The student correctly: Solves each word problem. Tamra has 4 more coins than Willie. There are 5 dimes on the table. Peter has 3 coins. Demonstrates understanding of the problem situation through drawing/model. 2 1.NBT.1 The student is unable to complete any sequence of numbers. The student completes at least part of one sequence. The student completes at least one sequence as well as at least one number in the additional sequence. The student identifies all numbers in the sequences: 115, 116, 117, 118, 119, 120 102, 101, 100, 99, 98
3 1.MD.3 The student is unable to match more than two coins with EITHER the proper name OR the proper value. The student accurately matches at least three elements within the set, but mixes the value OR the names for more than one pair of coins. The student accurately matches one set of coin information with another set, but mixes either the value OR the name of one pair of coins. The student correctly matches image, name, and value of each coin: Dime, 10 cents Penny, 1 cent Nickel, 5 cents Quarter, 25 cents 4 1.NBT.2 The student demonstrates little to no understanding of comparing numbers based on tens and ones, answering incorrectly. There is no evidence of reasoning. The student uses drawings or words to accurately depict at least one of the two numbers, demonstrating limited understanding of the use of place value to compare numbers. The student demonstrates some understanding of using place value to compare numbers and correctly identifies the greater number, but does not fully explain reasoning using place value. OR The student answers incorrectly due to error such as transcription, but demonstrates strong understanding of place value through drawing or words. The student correctly uses drawings or words that depict place value to accurately explain that 87 is the same as both 7 tens 17 ones and 8 tens 7 ones. 5 1.NBT.2 1.NBT.3 The student is unable to use symbols to compare numbers and is unable to correctly answer any of the four comparisons. The student has limited ability to use symbols to compare numbers, correctly answering one of the four comparisons. The student has some ability to use symbols to compare numbers, correctly answering two or three of the four comparisons. The student answers: > < = > 6 1.NBT.5 The student demonstrates little or no understanding of mentally adding or subtracting 10. Answers are incorrect and there is no evidence of reasoning. The student demonstrates limited understanding of mentally adding or subtracting 10, identifying at least two correct mystery numbers, but does not complete any charts accurately. The student demonstrates the ability to mentally add or subtract 10, correctly identifying four mystery numbers, but reasoning is unclear because no charts have been completed accurately. OR The student identifies 99, 90, 79, and 88, and accurately completes the charts to depict the arrow way.