2016-2017 2nd grade summative administration …maccss.ncdpi.wikispaces.net/file/view/2016-2017 2nd...

SECOND GRADE 2016-2017

Summative Assessment

Administration Manual & Scoring Guide

STATE BOARD OF EDUCATION SBE VISION: Every public school student will graduate ready for post-secondary education and work, prepared to be a globally engaged and productive citizen.

SBE MISSION: The State Board of Education will use its constitutional authority to lead and uphold the system of public education in North Carolina.

WILLIAM COBEY Chair :: Chapel Hill At-Large A.L. COLLINS Vice Chair :: Kernersville Piedmont Triad Region DAN FOREST Lieutenant Governor :: Raleigh Ex Officio DALE FOLWELL State Treasurer :: Raleigh Ex Officio MARK JOHNSON Secretary to the Board :: Raleigh

BECKY TAYLOR Greenville Northeast Region REGINALD KENAN Rose Hill Southeast Region AMY WHITE Garner North Central Region OLIVIA OXENDINE Lumberton Sandhills Region GREG ALCORN Salisbury Southwest Region

TODD CHASTEEN Blowing Rock Northwest Region WAYNE MCDEVITT Asheville Western Region ERIC DAVIS Charlotte At-Large PATRICIA N. WILLOUGHBY Raleigh At-Large

NC DEPARTMENT OF PUBLIC INSTRUCTION Mark Johnson, State Superintendent :: 301 N. Wilmington Street :: Raleigh, North Carolina 27601-2825 In compliance with federal law, the NC Department of Public Instruction administers all state-operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints regarding discrimination issues should be directed to: Deputy State Superintendent ::6368 Mail Service Center, Raleigh, NC 27699-6368 :: Phone: (919) 807-3200 :: Fax: (919) 807-3388

Visit us on the Web :: www.ncpublicschools.org M0117

For feedback about assessment, please send to [email protected] or [email protected]

NC DEPARTMENT OF PUBLIC INSTRUCTION SECOND GRADE 1

Second Grade Administration Manual and Scoring Guide Mathematics Summative Assessment

In response to North Carolina legislative and State Board requirements, the NC Department of Public Instruction provides Local Education Agencies with state-developed assessments to be implemented for Kindergarten, First and Second Grades. These assessments are to include documented, on-going individualized assessments throughout the year and a summative evaluation at the end of the year. These assessments monitor achievement of benchmarks in the North Carolina Standard Course of Study for Mathematics The intended purposes of these assessments are: To provide information about the progress of each student for instructional adaptations and

early interventions. To provide next-year teachers with information about the status of each of their incoming

students. To inform parents about the status of their children relative to grade-level standards at the

end of the year. To provide the school and school district information about the achievement status and

progress of groups of students in grades K, 1, and 2. These state-developed assessment materials are aligned with the NC Standard Course of Study for Mathematics and may be adopted or modified as appropriate for individual school districts. The North Carolina Department of Public Instruction appreciates any suggestions and feedback, which will help improve upon this resource. Feedback may be sent to NCDPI Mathematics Consultants, Denise Schulz ([email protected]) or Kitty Rutherford ([email protected]). INTRODUCTION The Second Grade Mathematics Summative Assessment is designed to assess student proficiency on the standards from the NC Standard Course of Study for Mathematics at the end of the school year. The tasks in the student mathematics assessment booklet are designed to mirror tasks and assessment items that students should be experiencing throughout the year. District leaders have the option to use the assessment as presented or to adapt the assessment to best meet student needs and district requirements. The number of days used to administer the assessment is a district decision or a teacher-based decision based on each class situation. However, the assessment is to be administered at the end of the school year.


ASSESSMENT MATERIALS Each student will need a student booklet and a pencil. Each student will also need access to counters or cubes throughout the assessment. The counters or cubes can be provided to each student in individual bags or boxes, or they can be located in a central space from which the children can access as needed.

ASSESSMENT MATERIALS Included Additional

Student Booklet

Centimeter Ruler

Inch Ruler

Pencil

Counters or Cubes

Digit Cards (optional for Task One) NOTE: It is possible that printing may have caused graphics to shift. Please check measurement graphics for accuracy. Calculators are not used during this assessment. ADMINISTERING THE ASSESSMENT Preparing the students Because the assessment tasks are similar to the tasks used for daily instruction and on-going formative assessment, no special preparation for students is necessary. However, teachers may want to explain to the students that these tasks provide a way to see what each student knows and what each student still needs to learn. The teacher may also want to explain that the students will need to answer each question on their own, without support from other classmates or the teacher. As during daily instruction, students should have a relaxed atmosphere in which to do the tasks. This assessment is not timed. Students should have as much time as needed, within reason. Selecting the tasks The tasks can be administered in a sequence that best fits the learning environment. The tasks do not need to be administered in the order presented. District leaders(s) may decide a particular order for assessment administration or the decision may be left to the individual teacher. However, some tasks may have multiple parts that will need to be administered together. Administration models The assessment can be administered in several ways. The District Leader(s) may designate a uniform administration process for all teachers to follow within the LEA/District or the teachers may be asked to decide on one or more assessment models to use based on their particular students and unique situations.


When assessing young children, it is important to remember that they frequently know more than they can record in traditional, symbolic formats. Age, fluency with language, and experiences influence how successful students are likely to write a strong explanation or offer an explanation orally (Joyner & Muri, 2011). Therefore, Individual and Small Group are suggested models for administration. Whole Class: The teacher may read the directions for each task aloud to the entire

class and all students complete the same items in their student booklet at the same time.

The teacher needs to consider the varying abilities of the students and select items to be presented in this format that are most likely answered in approximately the same amount of time. This prevents situations in which students who need additional time to complete the task are rushed, or students who are ready to move on to the next question are waiting for other classmates to finish.

Small Group: The teacher may read the directions for each task aloud to a small group

of students. A small group of students complete the same items in their student booklet at the same time.

This model allows students in the same room to be working on different work at

the same time. Teachers may need to read the directions aloud to the students, so it is possible that some of the students are completing assessment tasks while other students are working on other classroom tasks and activities. Teachers may decide to set up various centers/stations of which the students move through, thus completing many of the assessment tasks after an entire rotation is completed.

Individual: Depending on the students needs, the teacher may opt to read the

directions for each task aloud to one student.

This model allows for students who may have been absent from assessment administration or students who require more one-on-one support for the completion of the assessment.

The teacher may read aloud all directions and all questions to the students. If a student(s) asks for clarification, the teacher may reread the directions and questions aloud as often as needed or may substitute a familiar word for an unfamiliar word (e.g., number sentence for equation). However, since the teacher is seeking information about what the student can do independently, the teacher may not coach or instruct a student on how to answer a question. Monitoring Students at Work While students are working, the teacher observes the students carefully and makes notes about the manner in which each student accomplishes the tasks. The teacher is encouraged to find out as much as possible about what students are thinking and how they go about working on tasks. As the teacher works with a student, s/he asks the student questions to gain insight into his/her understanding and makes notes about students responses. For example, the teacher might say, Tell me about the picture you have drawn. or What are you doing with the


counters? or What else can you tell me? Discussions with students offer rich information about individual students understandings. If students do not understand a question and ask, What does this mean? or say, I dont get it. the teacher may simply repeat the directions, substitute a familiar word for an unfamiliar word if necessary, and say, Do the best you can. SCORING THE ASSESSMENT

What does Proficient mean?

When students are proficient with a particular standard/cluster, then they: can model and explain the concepts,

use the mathematics appropriately & accurately, and are fluent and comfortable in applying mathematics.

A benchmark assessment is like a snapshot- it provides a picture of a students performance at one point in time. This snapshot is combined with other pictures to create a comprehensive photo album of a students mathematics performance (Joyner, 2012). This Summative Assessment is designed to provide additional evidence of students independent work and will be included with other information gathered about the student. This assessment is not intended to provide a complete picture of a students mathematics understandings. When determining overall student proficiency levels, this assessment should be combined with additional documentation such as student products, formative assessment tasks, checklists, notes, and other anecdotal information. Determining Proficiency in Performance and Understanding The Summative Assessment is scored using the Student Performance Rubric. As the teacher scores each students booklet, the teacher may record notes and observations for that student on the Student Summary for Conference and Instructional Planning form. A Class Summary form is provided to gain a global understanding of the class proficiency and for assisting with instructional groupings and planning.

Tool Purpose Page # Student Performance Rubric

Used to determine proficiency in performance and understanding for each task or collection of tasks. Pages 7-15

Student Summary for Conference/ Instructional Planning

Used for individual students to take notes, share at conferences, and plan instruction.

Pages 15-16 in Student Book

Class Summary Used to compile all students proficiency levels with each task or collection of tasks for instructional groupings and planning.

Page 16

When scoring each students response, the teacher needs to pay particular attention to what the student does and does not understand. Both are equally important. In addition, the teacher needs to look beyond whether an answer was correct or incorrect by looking carefully at the types of mistakes that were made. Some mistakes that children make come from a lack of information. At other times mistakes reflect a lack of understanding. There is logic behind


students answers. The teacher must look for the reasons for the responses and identify any misconceptions that may exist. The intent of this assessment is to identify a students level of proficiency for each standard, but does not address whether a student performs above the proficient level, or Level IV. There will be situations where a student may show a greater depth of understanding or more complex thinking than is addressed on the proficiency rubrics. Teachers should use their professional judgment in determining whether a student has shown performance and understanding of mathematical concepts above the level of proficient. Student Summary Once the students work has been carefully reviewed and the proficiency scores have been determined using the Student Performance Rubric, the teacher summarizes the students strengths and areas of focus for each of the domains on the Student Summary for Conference and Instructional Planning form. The information on this form can then be used to guide instruction, to share with families during conferences, to inform support staff, and to discuss in Professional Learning Communities. Proficiency Beyond the Summative Assessment As stated earlier, the Summative Assessment is one piece of data collected to determine a students mathematics understanding. When determining overall proficiency for a particular standard or cluster, a variety of evidence is collected. In addition to the collection of evidence, the following Mathematics Proficiency Levels rubric (page 17) can help solidify to what degree a student has reached overall proficiency in mathematics. SUMMARY This Summative Assessment has been provided to help efforts to conduct on-going assessment of students. These items and tasks within this assessment are not intended to provide a complete picture of a students mathematics understandings. Combined with additional documentation, teachers will be able to make inferences about student achievement and support each students development as a competent mathematician .

2016-2017 Summative Assessment Standards Second Grade


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NC Mathematics Standard Assessment Task Represent and solve problems involving addition and subtraction. 2.OA.1 Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem

Task 8

Work with equal groups of objects to gain foundations for multiplication 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members; Write an equation to express an even number as a sum of two equal addends.

2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Task 9

Task 10

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Ten

Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven,

eight, or nine hundreds (and 0 tens and 0 ones).

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s

2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons.

Task 1, 2

Task 2

Tasks 1, 2, 3

Tasks 1, 2, 3

Use place value understanding and properties of operations to add and subtract. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations.

2.NBT.7 Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and /or the relationship between addition and subtraction; relate strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900.

Task 3

Task 4

Task 1

Mea

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Measure and estimate lengths in standard units. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.

Task 5

Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction within 100 to solve word problems involving lengths that are given in the same units, e.g., by using drawings (such as drawings of rulers) and equations with a symbol for the unknown number to represent the problem.

2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, and represent whole-number sums and differences within 100 on a number line diagram.

Task 6

Task 6

Work with time and money. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately.

Task 7

Represent and interpret data. 2.MD.9 Generate measurements data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Task 5

Geo

met

ry Reason with shapes and their attributes.

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths,. Recognize that equal shares of identical wholes need not have the same shape.

Task 10

Task 11

Second Grade Student Performance Rubrics 2016-2017


Task 1 NUMBER AND OPERATIONS IN BASE TEN Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons. Use place value understanding and properties of operations to add and subtract. 2.NBT.8 Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100 from a given number 100-900. Answer Key:

a. 742; Answers may vary (e.g., 7 hundreds is more than 4 hundreds or 2 hundreds and hundreds is the largest place); 700; 842

b. 247; Answers may vary (e.g., 2 hundreds is less than 4 hundreds or 7 hundreds); 7; 237 Note: If a student creates an incorrect answer for the 3-digit numbers, the subsequent questions in each part should be scored based on the number that they created. For example, a student says that the largest number is 472, the value of the 7 is 70, and 100 more is 572. The numbers 70 and 572 would be considered correct.

Level 1 The student correctly answers 0-3 of the items. Level 2 The student correctly answers 4-6 of the items based on the initial numbers that they created. Level 3 The student correctly answers 7-8 of the items.

Task 2

NUMBER AND OPERATIONS IN BASE TEN Understand place value. 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names, and expanded form. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using symbols to record the results of comparisons. Answer Key:

3 hundreds + 4 ones + 2 tens > 3 hundreds + 4 ones 40 + 3 + 700 > 700 + 4 + 30 five hundred thirty four = 4 + 30 + 500 90 + 200 + 8 < four hundred twenty-eight 900 + 7 < 970 20 tens and 6 ones = 206

Level 1 The student correctly answers 0-2 of the items. Level 2 The student correctly answers 3-4 of the items. Level 3 The student correctly answers 5-6 of the items.



Task 3

NUMBER AND OPERATIONS IN BASE TEN Understand place value. 2.NBT.4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. Use place value understanding and properties of operations to add and subtract. 2.NBT.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. Answer Key: Yes (100 < 110) and explanation of strategy used (If student just says, I added, prompt them to explain their strategy in more detail) Sample Student Work:

Note: Students should have had many experiences using properties of operations and place value understanding to solve problems. The use of the standard algorithm for this standard is not an appropriate strategy.

Level 1 The student is unable to correctly answer the question. No evidence of showing the properties of operations and place value understanding to solve.

Level 2

The student correctly answers the question, but does show properties of operations and place value understanding to solve OR The student incorrectly answers the question but uses properties of operations and place value understanding to solve.

Level 3 The student correctly answers the question using properties of operations and place value understanding to solve.



Task 4

NUMBER AND OPERATIONS IN BASE TEN Use place value understanding and properties of operations to add and subtract. 2.NBT.7 Add and subtract within 1,000, using concrete models or drawings and strategies based on place value, properties of operations, and /or the relationship between addition and subtraction; relate strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. Answer Key: a. 216, solved using two different strategies

Possible strategies: Use place value drawings (or base ten blocks). Draw an open number line. Break each number into hundreds, tens, and ones. Decompose as needed, and subtract. Adding up from 134.

b. 614, solved using two different strategies Possible strategies: Use place value drawings (or base ten blocks). Draw an open number line. Break each number into hundreds, tens, and ones. Add, and regroup as needed.

Student Work Sample:

Note: Students should use concrete models or drawings and strategies based on place value, or properties of operations, and /or the relationship between addition and subtraction; relate strategy to a written method. Example: place value blocks (drawn representations), open number line, making a ten etc.

Level 1 Correctly solves 0 problems.

Level 2 Correctly solves both problems AND shows only 1 correct strategy OR Correctly solves one problem AND shows 1-2 strategies

Level 3 Correctly solves both problems Each problem shows 2 correct strategies



Task 5

MEASUREMENT AND DATA Measure and estimate lengths in standard units. 2.MD.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. Represent and interpret data. 2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units. Part A:

Multiple explanations possible. Justification needs to indicate awareness that it takes more centimeters than inches to measure the same distance because centimeters are smaller; it takes more of the smaller units to cover the same distance as the larger units. Part B:

Note: While the intent is for the bugs to be the above lengths, printing may have slightly altered the pictures. Please check the graphics before disseminating and scoring. If students incorrectly measure their bugs, the line plot should reflect their measurement data.

Level 1 The student responds in 0-1 of the ways described in Level 3. Level 2 The student responds in 2-3 of the ways described in Level 3.

Level 3

The student responds in all of the following ways: Accurately measures 7-8 objects to the nearest inch Accurately measures 7-8 objects to the nearest centimeter Correctly describes how the two measurements relate to the size of the unit Accurately plots 7-8 data points on a line plot



Task 6

MEASUREMENT AND DATA Relate addition and subtraction to length. 2.MD.5 Use addition and subtraction strategies within 100 to solve word problems involving lengths that are given in the same units. 2.MD.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. Answer Key: 17 inches Student Work Sample:

Level 1 Student incorrectly answers and does not correctly represent the problem on the number line.

Level 2 The student correctly answers and does not correctly represent the problem on the number line OR The student correctly represents the problem on the number line but does not answer correctly.

Level 3 The student correctly answers AND The student correctly represents the problem on the number line.



Task 7

MEASUREMENT AND DATA Work with time and money. 2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and symbols appropriately. Answer Key:

1. Student uses an appropriate strategy and 75, 2. No and an accurate explanation. 3. 5

Sample Student Work:

Level 1 The student correctly answers 0-1 items. Level 2 The student correctly answers 2 items. Level 3 The student correctly answers ALL the items.



Task 8

OPERATIONS AND ALGEBRAIC THINKING Represent and solve problems involving addition and subtraction. 2.OA.1 Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem Answer Key: 37 books Examples of equations include: 83 46 = o, o + 46 = 83 Sample Student Work:

Note: Symbols for the unknown may vary. Students may write equations before, during or after solving a problem. A picture of 83 objects, such as 83 circles, is not an appropriate representation for students at the end of Second Grade. This work, if accompanied by a correct answer, would be scored at Level 2.

Level 1

The student responds correctly to 0-1 of the following ways: Correctly solves Writes a correct equation Uses accurate pictures, numbers and/or words

Level 2

The student responds correctly to 2 of the following: Correctly solves Writes a correct equation including a symbol for the unknown. Uses accurate pictures, numbers and/or words

Level 3

The student responds correctly to all the following: Correctly solves AND Writes a correct equation including a symbol for the unknown AND Uses accurate pictures, numbers and/or words



Task 9 OPERATIONS AND ALGEBRAIC THINKING Work with equal groups of objects to gain foundations for multiplication. 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members; Write an equation to express an even number as a sum of two equal addends. Answer Key:

1. Answers will vary Student draws an even number of crackers. 2. Equation uses two equal addends to show that the sum is even. 3. Answers will vary Student draws an odd number of crackers. 4. Explanation shows student understanding of odd numbers.

Sample Student Work:

Level 1 The student correctly responds in 0-1 of the ways in Level 3. Level 2 The student correctly responds in 2-3 of the ways in Level 3.

Level 3

The student correctly responds in ALL of the following ways: Draws an even set of crackers for Cheng Records an equation with 2 equal addends for Cheng Draws an odd set of crackers for Yin Correctly explains why Yins number is odd



Task 10

OPERATIONS AND ALGEBRAIC THINKING Work with equal groups of objects to gain foundations for multiplication. 2.OA.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. GEOMETRY Reason with shapes and their attributes. 2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them. Answer Key: Part A: 15 stickers 5 + 5 + 5 = 15 OR 3 + 3 + 3 + 3 + 3 = 15 Part B: The rectangle is divided into 4 columns and 3 rows 12 brownies Note: The equations above are the only 2 that students should use to match the array in the picture. If a student writes a multiplication equation, ask if he/she can also write an equation using addition.

Level 1 The student correctly answers 0-1 of the items. Level 2 The student correctly answers 2-3 of the items. Level 3 The student correctly answers ALL of the items.

Task 11

GEOMETRY Reason with shapes and their attributes. 2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape. Answer Key: Student should partition each rectangle into four equal parts. Possible solutions include:

Answers will vary. Student should explain that each rectangle has four parts that are the same size, even though they may be different shapes.

Level 1 The student does 0 of the criteria from Level 3. Level 2 The student does 1 of the criteria from Level 3.

Level 3 The student correctly: Correctly partitions all rectangles into fourths Explained how he/she knows a rectangle partitioned into fourths.

Second Grade Class Summary Mathematics Summative Assessment


Number & Operations in Base Ten Measurement & Data Operations & Algebraic Thinking Geometry 2.NBT.1 2.NBT.8 2.NBT.4

2.NBT.1 2.NBT.3 2.NBT.4

2.NBT.4 2.NBT.6 2.NBT.7

2.MD.2 2.MD.9

2.MD.5 2.MD.6 2.MD.8 2.OA.1 2.OA.3

2.OA.4

2.G.2 2.G.3

Student Names Task 1 Task 2 Task 3 Task 4 Task 5 Task 6 Task 7 Task 8 Task 9 Task 10 Task 11


Mathematics Proficiency Levels

SELD

OM

Level I Limited Performance and Understanding

Exhibits minimal understanding of key mathematical ideas at grade level Rarely demonstrates conceptual understanding Seldom provides precise responses Seldom uses appropriate strategies Consistently requires assistance and alternative instruction Uses tools inappropriately to model mathematics

INC

ON

SIST

ENT

Level II Not Yet Proficient in Performance and Understanding

Inconsistently uses tools appropriately and strategically Demonstrates inconsistent understanding of key mathematical ideas at grade

level Demonstrates inconsistent conceptual understanding of key mathematical ideas at

grade level Inconsistent in understanding and application of grade level appropriate strategies Depends upon the assistance of teacher and/or peers to understand and complete

tasks Needs additional time to complete tasks Applies models of mathematical ideas inconsistently

CO

NSI

STEN

T

Level III Proficient in Performance and Understanding

Consistently demonstrate understanding of mathematical standards and cluster at the grade level

Consistently demonstrates conceptual understanding Consistently applies multiple strategies flexibly in various situations Understands and fluently applies procedures with understanding Consistently demonstrates perseverance and precision Constructs logical mathematical arguments for thinking and reasoning Uses mathematical language correctly and appropriately

BEY

ON

D

Level IV Advanced in Performance and Understanding

Consistently demonstrates advanced conceptual mathematical understandings Consistently generates tasks that make connections between and among

mathematical ideas Consistently applies strategies to unique situations Consistently demonstrates confidence to approach tasks beyond the proficiency level

for grade Consistently initiates mathematical investigations

2016-2017 2nd grade summative administration …maccss.ncdpi.wikispaces.net/file/view/2016-2017 2nd...

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