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Performance level descriptors connect the state assessment to classroom instruction and formative assessment systems, clarifying what proficiency looks like as students progress. Student performance in high school functions is described across levels, showing how abilities develop from basic function relationships in tables and graphs toward analyzing linear, quadratic, exponential, and more advanced function types, including domain, range, zeros, transformations, asymptotes, and inverses.",{"@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-functions/538029/",{"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-functions/538029.png","ImageObject",300,407,{"name":92,"@type":93},"anakgang17","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of academic standards and state assessments in this document?","Question",{"text":112,"@type":113},"Academic standards describe annual learning expectations, and state assessments require students to demonstrate knowledge, skills, and understanding tied to those standards using common measures. The resulting data highlights patterns that can guide school and district improvement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do performance level descriptors relate assessment to classroom instruction?",{"text":117,"@type":113},"Performance level descriptors translate state assessment outcomes into classroom instruction and formative assessment decisions. They clarify observable performance characteristics that represent proficiency and how students reach it through different pathways.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors influence a student’s ability to demonstrate proficiency?",{"text":121,"@type":113},"Proficiency is affected by the complexity of the texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage those tasks. As performance improves, students typically handle more challenging stimuli and demonstrate skills 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},538029,1791814220,{"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":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"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":24,"preview_page_count":4},962090883568,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","| \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. |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n| \u003Cbr>MATHEMATICS |  | 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.\u003Cbr>Proficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, |  |  |  |\n| \u003Cbr>HIGH SCHOOL |  | 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 |  |  |  |\n| \u003Cbr>FUNCTIONS |  | consistently. |  |  |  |\n| Functions Student performance indicates the ability to… |  |  |  |  |  |\n| Claim 1 | Below Proficient |  | Approaching Proficient | Proficient | Above Proficient |\n| IF.1-9 | Work with functions in table or a set of ordered pairs without function notation or variables.\u003Cbr>Make basic inference about the relation based on a linear graph.\u003Cbr>Determine rate of change between two given points.\u003Cbr>Identify the slope and intercepts of the function in slope-intercept form. |  | Analyze and describe linear functions.\u003Cbr>Use function notation to evaluate functions for different domains.\u003Cbr>Recognize a function from its definition.\u003Cbr>Identity the slope and intercepts of alinear function written in any form. | Analyze and describe linear, quadratic, and exponential functions.\u003Cbr>Identify domain/range of discrete and\u003Cbr>continuous functions.\u003Cbr>Identify the zeros of quadratic functions graphically and algebraically.\u003Cbr>Identify and transform a quadratic function and the basic shapes of exponential, and basic shape of radical.\u003Cbr>Sketch a polynomial function by identifying zeros (when suitable factorizations are available) and using end behavior. | Analyze and describe linear, quadratic, exponential, logarithmic, rational, radical, and trigonometric functions.\u003Cbr>Adjust domain/range of a function in the context of a real-world application.\u003Cbr>Identify domain/range piecewise functions and functions with discontinuity.\u003Cbr>Identify asymptotes, holes, and discontinuities of a function from a graph or function notation.\u003Cbr>Identify and transform functions with the basic shapes of logarithmic, rational, radical, and trigonometric functions. |\n\n| Functions Student performance indicates the ability to… |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Claim 2\u003Cbr>| Below Proficient | Approaching Proficient\u003Cbr>| Proficient\u003Cbr>| Above Proficient\u003Cbr>|\n| BF.1-5 | Identify that a change has been made to a basic function. | Determine an inverse of a linear model.\u003Cbr>Identify the effect on the graph of replacing 􀝂(􀝔) with 􀝂(􀝔) + 􀝇 and 􀝂 (􀝔 + 􀝇) for specific values of k (both positive and negative) .\u003Cbr>Read values of an inverse function from a graph or a table.\u003Cbr>Determine even/odd symmetry using a graphs. | Determine inverse of a quadratic model if the inverse can be found using square roots.\u003Cbr>Identify the effect on the graph of replacing 􀝂(􀝔) by 􀝇 × 􀝂(􀝔) for specific values of k (both positive and negative); find the value of k given the graphs.\u003Cbr>Determine even/odd symmetry using atab","cbCaipnTHrU7Pfd6","https://ap.wps.com/l/cbCaipnTHrU7Pfd6","pdf",246272,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Functions Student Performance Indicators\n## Claim 1\n## Claim 2\n## Claim 3","[{\"question\":\"What is the purpose of academic standards and state assessments in this document?\",\"answer\":\"Academic standards describe annual learning expectations, and state assessments require students to demonstrate knowledge, skills, and understanding tied to those standards using common measures. The resulting data highlights patterns that can guide school and district improvement.\"},{\"question\":\"How do performance level descriptors relate assessment to classroom instruction?\",\"answer\":\"Performance level descriptors translate state assessment outcomes into classroom instruction and formative assessment decisions. They clarify observable performance characteristics that represent proficiency and how students reach it through different pathways.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency is affected by the complexity of the texts or stimuli, the tasks students are asked to complete, and the contexts in which they engage those tasks. As performance improves, students typically handle more challenging stimuli and demonstrate skills more accurately and consistently.\"}]","MATHEMATICS - HIGH SCHOOL - FUNCTIONS | PDF",1791606019]