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The resulting data reveals performance patterns that inform school and district improvement by highlighting both strengths and opportunities. Performance level descriptors connect state assessment results to classroom instruction and formative assessment systems, defining proficiency as observable characteristics across multiple pathways. Proficiency and difficulty are influenced by text or stimulus complexity, task demands, and learning contexts.",{"@graph":69,"@context":115},[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-6-proficiency-and-difficulty/538020/",{"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-6-proficiency-and-difficulty/538020.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",14,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"What factors influence a student’s ability to demonstrate proficiency?","Question",{"text":113,"@type":114},"A student’s demonstrated proficiency is influenced by the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which learning occurs. As performance improves, students can typically handle more challenging materials and show skills more accurately and consistently.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},538020,1791618985,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"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 6 |  | 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| Ratios and Proportional Relationships Student performance indicates the ability to… |  |  |  |  |  |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| 6.RP.1 | Write a ratio in the form 􀜽: 􀜾 . |  | Identify a ratio relationship between | Describe a ratio relationship between | Describe ratio relationships between |\n|  |  |  | two quantities using ratio language in | two quantities using ratio language in | two quantities using ratio language in |\n|  |  |  | multiple ways. | multiple ways. | multiple ways in complex scenarios. |\n| 6.RP.2 | Recognize that a unit rate 􀯔􀯕 is equivalent to a ratio a:b with b ≠ 0. |  | Identify that a unit rate 􀯔􀯕 is equivalent to a ratio a:b with b ≠ 0 and describe the relationship. | Determine a unit rate 􀯔􀯕 that is equivalent to a ratio a:b with b ≠ 0 and describe the relationship with rate language. | Create a unit rate 􀯔􀯕 that is equivalent to a ratio a:b with b ≠ 0 and describe the relationship with rate language. |\n| 6.RP.3a | Identify ratios and rates |  | Identify and describe ratios and rates | Solve real-world and mathematical | Analyze diagrams and tables |\n|  | in mathematical problems using |  | when analyzing tables in real-world | problems by identifying ratios and | to represent and compare ratios in |\n|  | whole-number measurements |  | and mathematical problems using | using rate reasoning to make tables, | real-world and mathematical |\n|  |  |  | whole-number measurements. | find missing values in the tables, and | problems, find missing values in tables, |\n|  |  |  |  | plot the pairs of values on the | and plot the ordered pairs on the |\n|  |  |  |  | coordinate plane using whole-number | coordinate plane using whole- |\n|  |  |  |  | measurements. | number measurements. |\n| 6.RP.3b | Recognize the unit rate when given the ratio involving unit pricing or constant speed. |  | Solve unit rate problems given the ratios and proportions involving unit rates and constant speed. | Solve unit rate problems, including those using unit pricing and constant speed, using ratios and rate reasoning. | Solve unit rate problems involving those using unit pricing and constant speed and compare and contrast unit rates in real-world and mathematical problems, including those using unit pricing and constant speed. |\n\n| \u003Cbr>Claim 2  Below Proficient  Approaching Proficient  Proficient  Above Proficient |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| 6.RP.3c Recognize that a percentage is part of 100. Recognize that a percent ratio consists of a par","cbCaiu0kwOupJTDW","https://ap.wps.com/l/cbCaiu0kwOupJTDW","pdf",330751,"English","# Theory of Action\n## Role of Performance Level Descriptors\n# Proficiency and Difficulty\n# Ratios and Proportional Relationships\n## Claim 1 (6.RP.1-6.RP.3b)\n# The Number System\n## Claim 2 (6.NS.1-6.NS.4)","[{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"A student’s demonstrated proficiency is influenced by the complexity of texts or stimuli, the tasks students are asked to complete, and the contexts in which learning occurs. As performance improves, students can typically handle more challenging materials and show skills more accurately and consistently.\"}]","MATHEMATICS GRADE 6 - Proficiency and Difficulty | PDF",1791606004]