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.
2 1.OA.3 1.OA.6 The student solves for one unknown correctly or is unable to complete the task. The student solves one or two unknowns correctly and circles the pairs of ten for at least two problems. The student may solve for the unknown in each equation but fails to circle the pairs that make ten or solves for one unknown incorrectly. The student correctly: Circles the pairs that make ten. Solves as follows: a. 15, 16, 14 b. 5, 6, 7 3 1.OA.1 The student’s answer is incorrect, and there is no evidence of reasoning. The student’s answer is incorrect, but there is evidence of reasoning. For example, the student is able to write a number sentence or draw 5-groups. The student’s answers are correct but his response is incomplete, possibly missing labels for the drawing or an addition sentence, but the work is essentially strong. The student correctly: Finds there are 15. Correctly draws and labels. Writes a corresponding number sentence. 4 1.OA.3 1.OA.6 The student is unable to draw number bonds that demonstrate the make ten strategy. The student draws one or two of the number bonds correctly, showing how to make ten. The student draws three out of the four number bonds correctly, showing how to make ten. The student correctly draws a number bond for each of the four problems, showing how to make ten for each. 5 1.OA.1 1.OA.2 1.OA.3 1.OA.6 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 may lack explanation). The student’s work is essentially strong. The student correctly: Labels the student drawings and writes a number sentence for each. Identifies the statement as false, and explains why, citing the commutative property with pictures or words (no formal terms necessary).