gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. Represent and interpret data. 1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. 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 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 1.MD.4 1.OA.1 The student demonstrates little to no understanding of how to read or interpret the graph. The student demonstrates some understanding of how many students are represented in the graph in a given category or categories (may be off by one or two), but is unable to solve either of the comparison problems accurately. The student correctly solves (a), (b), and (c), but solves (d) or (e) incorrectly. Or, the student solves the comparison problems (d) and (e) correctly, but is unable to correctly solve (a), (b), and/or (c). The student correctly: Identifies and solves (a) as 7, (b) as 11, and (c) as 16. Compares the quantities and writes the difference between the two quantities for questions (d), 1 student, and (e), 2 students.
2 1.MD.1 The student demonstrates little to no understanding of the comparison. The student demonstrates some understanding of how the string can be used to compare the two paths (i.e., by using pictures), but provides inaccurate responses. The student identifies that dog’s path is shorter, but is unable to provide a clear explanation. Or, the student incorrectly identifies the cat’s path as shorter, but is able to draw a picture to explain (this may reflect a linguistic interpretation issue). The student correctly: Identifies that dog’s path is shorter. Explains how the string could be used to compare the distance from each desk to the door (transitivity), by drawing pictures. 3 1.MD.2 1.OA.1 The student demonstrates little to no understanding of proper measurement technique or reasoning behind it. The student demonstrates some understanding of proper measurement techniques by either selecting or measuring the correct items, but cannot explain her thinking clearly and accurately. Or, the student demonstrates some understanding of her thinking behind measurement methods, but cannot measure or identify measurements accurately. The student clearly and accurately completes three out of the four following components: Identifies (b) and (d) as having the proper measurement. Cites at least two key elements to measuring accurately (no gaps, attentive to endpoints, length units) in her own words. Identifies two correct measurements (2 paper clips and 4 centimeters; units are not required). Explains that measuring with different lengths of units (small or large paper clips) can result in different quantities of measurement for the same length item. The student clearly and accurately: Identifies (b) and (d) as having the proper measurement. Cites at least two key elements to measuring accurately (no gaps, attentive to endpoints, length units) in her own words. Identifies two correct measurements (2 paper clips and 4 centimeters; units are required). Explains that measuring with different lengths of units (small or large paper clips) can result in different quantities of measurement for the same length item.
4 1.MD.1 1.MD.2 1.OA.1 The student demonstrates little to no understanding of how to measure or use the measurement to compare. The student demonstrates some understanding of how to measure, but is unable to manipulate the measurements to order or compare. The student accurately measures and orders the items by length, but is unable to solve one or the other comparison problems. Or, the student is able to solve the comparison problems correctly, but with slight inaccuracy in the measurements (i.e., he is off by 1 or 2 centimeters, which then impacts the accuracy of (d)). The student clearly and accurately: Measures the train (8 cm), pencils (11 cm), and lollipop (9 cm). Orders the items by length (train, lollipop, pencil). Identifies the pencil as longer than the lollipop. Solves the comparison problem correctly by identifying the pencil as 3 centimeters longer than the train.