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The resulting performance data reveals patterns that can support school and district improvement by highlighting strengths and opportunities. Performance level descriptors connect state assessment results to classroom instruction and formative assessment systems, defining academic proficiency as a range of observable behaviors. Proficiency is influenced by the complexity of texts and tasks and improves as students manage more challenging stimuli with greater accuracy.",{"@graph":69,"@context":122},[70,84,105],{"@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-high-school-algebra-proficiency-and-performance-level-descriptors/538027/",{"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-high-school-algebra-proficiency-and-performance-level-descriptors/538027.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the theory of action described for the state assessment?","Question",{"text":112,"@type":113},"It explains that academic standards represent a shared commitment to annual learning, and the state assessment measures student knowledge using a common measure. The data helps identify patterns to guide school and district improvement by showing strengths and opportunities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do performance level descriptors support classroom instruction?",{"text":117,"@type":113},"Performance level descriptors bridge state assessment to classroom instruction and formative assessments. They help define academic proficiency as observable student performance and support instructional decisions about students.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors influence a student’s ability to demonstrate proficiency?",{"text":121,"@type":113},"A student’s proficiency depends on the complexity of texts or stimuli, the tasks they are asked to complete, and the contexts in which they work. As performance improves, students typically handle more challenging materials more accurately and consistently.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},538027,1791753758,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":52,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","MATHEMATICS HIGH SCHOOL ALGEBRA  \nTheory 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.  \nRole 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.  \nProficiency 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\n| Algebra Student performance indicates the ability to… |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Claim 1 | Below Proficient | Approaching Proficient | Proficient | Above Proficient |\n| A.CED.1 | Write and evaluate numerical expressions involving whole-number and integer exponents.\u003Cbr>Use substitution to determine whether a given number in a specified set makes an equation or inequality true.\u003Cbr>Write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. | Given an equation that models a situation, evaluate the model at a specific input value.\u003Cbr>Given an equation that models a situation, create a table of output values given specific input values. | Given a table or verbal description of alinear situation, create an equation or inequality to model the situation, and use the model to solve problems.\u003Cbr>Given a table of input and output values, create an equation that matches the table, including linear, quadratic, and simple exponential (i.e.,􀝕 = 3􀯫 ) equations.\u003Cbr>Use created linear, quadratic, and simple exponential equations to solve problems (i. e., determine what input value will result in a given output value) . | Given a table or verbal description of a simple rational or exponential situation, create a one-variable equation or inequality to model the situation. Use the model to solve problems.\u003Cbr>Given a table of input and output values, create an equation that matches a simple rational equation (i.e., 􀝕 = 􀯫~~ ~~3) .\u003Cbr>Given a table of input and output values, create an equation that matches a more complicated exponential situation (i.e., 􀝕 = 3.48 (1 . 0425)􀯫 . |\n\n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Claim 1 | Below Proficient | Approaching Proficient | Proficient | Above Proficient |\n| A.CED.2\u003Cbr>A.CED.3 | Given an equation or inequality anda possible solution, determine if the solution satisfies the equation or inequality (i.e., plug in the given values for the corresponding variables to verify the solution) .\u003Cbr>Identify the relationship between the dependent and independent variables using graphs and tablesand relate these to the equation. | Solve a system of equations using graphs and tables.\u003Cbr>Given a graph of an inequality, determine a solution to the relationship.\u003Cbr>Create a graph or a table that represents a relationship between the dependent and independent variables (equality and inequality) . | Create a system of linear inequalities that serve as constraints for a realworld model.\u003Cbr>Create a graph for a system of linear inequalities and solve the ","cbCaiaBlfOZ0GcpY","https://ap.wps.com/l/cbCaiaBlfOZ0GcpY","pdf",332218,"English","# Theory of Action\n# Role of Performance Level Descriptors in Defining Proficiency\n# Proficiency and Difficulty\n# Algebra Student Performance Expectations","[{\"question\":\"What is the purpose of the theory of action described for the state assessment?\",\"answer\":\"It explains that academic standards represent a shared commitment to annual learning, and the state assessment measures student knowledge using a common measure. The data helps identify patterns to guide school and district improvement by showing strengths and opportunities.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"Performance level descriptors bridge state assessment to classroom instruction and formative assessments. They help define academic proficiency as observable student performance and support instructional decisions about students.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"A student’s proficiency depends on the complexity of texts or stimuli, the tasks they are asked to complete, and the contexts in which they work. As performance improves, students typically handle more challenging materials more accurately and consistently.\"}]","MATHEMATICS HIGH SCHOOL ALGEBRA - Proficiency and Performance Level Descriptors | PDF",1791606016,18]