Education's Report Card

13 250 239 224 0 use congruence properties cr identify

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Unformatted text preview: of successfully answering a constructed-response question, a 77 percent probability of correctly answering a three-option multiple-choice question, a 74 percent probability of correctly answering a four-option multiple-choice question, a 72 percent probability of correctly answering a five-option multiple-choice question, or a 71 percent probability of correctly answer­ ing a six-option multiple-choice question. For constructed-response questions, the question description represents students’ performance rated as completely correct. Scores associated with the three performance levels reported for age 17 are boxed. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2012 Long-Term Trend Mathematics Assessment. TRENDS IN ACADEMIC PROGRESS 2012 3 5 P ERFORMANCE LEVELS Almost one-half of 9-year-olds and the majority of 13- and 17-year-olds understand basic mathematical operations Performance levels provide another perspective for interpreting long-term trend results. Changes in the percentages at or above each performance level reflect changes in the proportion of students who demonstrated the knowledge and skills associated with that level in responding to assessment questions. Forty-seven percent of 9-year-olds, 85 percent of 13-year-olds, and 96 percent of 17-year-olds performed at the level of 250 or higher in 2012 (figure 22). Students at this level demonstrated an understanding of at least basic numerical operations. At all three ages, the percentages of students performing at or above level 250 were higher in 2012 than in 1978. Mathematics Performance-Level Descriptions The skills demonstrated by students at each mathematics performance level are described below. The five performance levels are applicable at all three age groups; however, the likelihood of attaining higher performance levels is related to a student’s age. The performancelevel results presented for each age are those that are most likely to show significant change across the assessment years. For this reason, only three performance levels are discussed for each age. See the Technical Notes for information about how the levels were set. LEVEL 350: Multistep Problem Solving and Algebra Students at this level can apply a range of reasoning skills to solve multistep problems. They can solve routine problems involving fractions and percents, recognize properties of basic geometric figures, and work with exponents and square roots. They can solve a variety of two-step problems using variables, identify equivalent algebraic expressions, and solve linear equations and inequalities. They are developing an understanding of functions and coordinate systems. LEVEL 300: Moderately Complex Procedures and Reasoning Students at this level are developing an understanding of number systems. They can compute with decimals, simple fractions, and commonly encountered percents. They can identify geometric figure...
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This document was uploaded on 02/28/2014.

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