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The resulting performance data reveals patterns that inform school and district improvement by highlighting strengths and areas needing support. Performance level descriptors connect the state assessment to classroom instruction and formative assessment systems, defining proficiency as observable student performance across multiple pathways. The document outlines grade 4 mathematics proficiency levels and content expectations for operations, algebraic thinking, and related skills.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mathematics-grade-4/538013/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mathematics-grade-4/538013.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the purpose of performance-level data in this framework?","Question",{"text":113,"@type":114},"The data shows patterns in student performance tied to academic standards, guiding school and district improvement by identifying strengths and opportunities for growth.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do performance level descriptors support classroom instruction?",{"text":118,"@type":114},"They bridge state assessments to classroom teaching and formative assessment systems by defining proficiency as observable student performance characteristics.",{"name":120,"@type":111,"acceptedAnswer":121},"What factors influence a student’s demonstrated proficiency?",{"text":122,"@type":114},"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they engage.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},538013,1791619025,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":46,"preview_page_count":4},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| \u003Cbr>|  | Theory of Action: Academic standards represent a collective commitment around what students should learn each year. The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.\u003Cbr>Role of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>MATHEMATICS GRADE 4 |  | Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contexts in which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently. |  |  |  |\n| Operations and Algebraic Thinking Student performance indicates the ability to… |  |  |  |  |  |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| 4.0A.1 | Recognize that some multiplication equations can be considered comparisons. |  | Recognize multiplicative comparisons as multiplication equations. | Interpret multiplicative comparisons as multiplication equations. | Interpret and explain multiplicative comparisons as multiplication equations. |\n| 4.0A.2 | Recognize multiplicative comparison |  | Identify multiplicative comparison | Identify and solve multiplicative | Identify and solve multiplicative |\n|  | word problems that require |  | word problems that require | comparison word problems that | comparison multi-step word problems |\n|  | multiplication or division. |  | multiplication or division. | require multiplication or division. | that require multiplication or division. |\n\n4.0A.3 Solve word problems with whole numbers using two of the four operations.  \nRecognize that remainders occur with division.  \nRecognize that letters can represent unknown values in an equation.  \nAssess the reasonableness of their solution but without a strategy.  \nSolve word problems with whole numbers using all four operations.  \nIdentify remainders in the context of problems.  \nRecognize that letters can represent unknown values in a word problem.  \nAssess the reasonableness of their solution using estimation or mental computation strategies.  \nSolve multistep word problems with whole numbers using all four operations.  \nInterpret remainders in the context of problems.  \nRepresent word problems with equations that include letters for unknowns.  \nAssess the reasonableness of their solution using estimation and mental computation strategies.  \nSolve and explain multistep word problems with whole numbers using all four operations.  \nInterpret and explain remainders in the context of problems.  \nRepresent word problems with equations that include letters for unknowns and solve equations.  \nAssess and explain the reasonableness of a solution using estimation and mental computation strategies.  \n\n| Claim 1 | \u003Cbr>Below Proficient Approaching Proficient |  | Proficient | Above Proficient |\n| --- | --- | --- | --- | --- |\n| 4.0A.3 | List multiples of numbers from 1-\u003Cbr>100. | Identify factor pairs for whole numbers\u003Cbr>between 1 and 100. | Write factor pairs for whole numbers between 1 and 100. | Use factor pairs within the range of 1- 100, multiples, and prime and composite distinctions to solv","cbCaihji6EJnjAhV","https://ap.wps.com/l/cbCaihji6EJnjAhV","pdf",386398,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Operations and Algebraic Thinking\n## Claim 1: Multiplication and Division Comparisons\n## Claim 1: Solving Whole-Number Word Problems\n## Claim 1: Multiples, Factors, Prime and Composite\n## Claim 1: Number and Shape Patterns\n# Numbers and Operations in Base 10\n## 4.NBT.1 Digit Value and Place Value","[{\"question\":\"What is the purpose of performance-level data in this framework?\",\"answer\":\"The data shows patterns in student performance tied to academic standards, guiding school and district improvement by identifying strengths and opportunities for growth.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"They bridge state assessments to classroom teaching and formative assessment systems by defining proficiency as observable student performance characteristics.\"},{\"question\":\"What factors influence a student’s demonstrated proficiency?\",\"answer\":\"Proficiency is influenced by the complexity of texts or stimuli, the tasks students must complete, and the contexts in which they engage.\"}]","MATHEMATICS GRADE 4 | PDF",1791605991]