MSA Performance Level Standards for Algebra/Data Analysis
Basic
What basic students likely can do:
represent and extend a linear and geometric pattern
determine the sum of two matrices
write and solve an equation that models a real-world situation
determine the value of an equation or inequality for a given value of x
use the graph of a line of best fit to make a prediction
use a curve of best fit to describe the trend of the data
determine the experimental probability from a survey and a simulation
determine the value of a data point from the mean and the remaining data points
determine the mean of data in a stem and leaf plot and the median in a box and whisker plot
identify the maximum and minimum of the graph of a non-linear function
compare rate of increase/decrease between intervals of the graph of a non-linear function
What basic students likely cannot do:
use the results of a simulation to make a prediction
determine the theoretical probability of an event
determine the quartiles of a data set and create a box and whisker plot
identify representative sampling and simple random sampling
identify the graph of a system of equations
write and solve a system of equations that models a real-world situation
model a real-world situation with an algebraic expression that uses the sum or quotient
write the equation for a line of best fit
identify and use a curve of best fit and a line of best fit to describe data and make predictions
determine the difference between two matrices
recognize the misuse of data from a survey and a graph
determine the linear equation that models a function in a table
Proficient
What proficient students likely can do that basic students likely cannot do:
use the results of a simulation to make a prediction
determine the theoretical probability of an event
determine the quartiles of a data set and create a box and whisker plot
identify representative sampling and simple random sampling
identify the graph of a system of equations
write and solve a system of equations that models a real-world situation
model a real-world situation with an algebraic expression that uses the sum or quotient
write the equation for a line of best fit
identify and use a curve of best fit and a line of best fit to describe data and make predictions
determine the difference between two matrices
recognize the misuse of data from a survey and a graph
determine the linear equation that models a function in a table
What proficient students likely cannot do:
determine the range of a non-linear graph
write an inequality that models a real-world situation
extrapolate the value of a graph beyond the grid provided
explain and justify a system of equations and its solution that models a real-world situation
explain and justify the extension of a linear pattern beyond immediate next terms
justify the appropriate use of a curve of best fit to make a prediction
model a real-world situation with an algebraic expression that uses sum and product
multiply a matrix by a scalar and interpret the result
analyze stem and leaf plots to determine measures of central tendency
justify a sampling method as providing a representative sample
Advanced
What advanced students likely can do that proficient students likely cannot do:
determine the range of a non-linear graph
write an inequality that models a real-world situation
extrapolate the value of a graph beyond the grid provided
explain and justify a system of equations and its solution that models a real-world situation
explain and justify the extension of a linear pattern beyond immediate next terms
justify the appropriate use of a curve of best fit to make a prediction
model a real-world situation with an algebraic expression that uses sum and product
multiply a matrix by a scalar and interpret the result
analyze stem and leaf plots to determine measures of central tendency
justify a sampling method as providing a representative sample
Performance Level Standards
Standards are measures of performance against which yearly results are compared. Standards help to examine critical aspects of instructional programs; help to ensure that all students receive quality instruction; hold educators accountable for quality instruction; and help to guide efforts toward school improvement.
Maryland School Performance Program (MSPP) performance standards were determined through deliberative processes by educators with involvement of critical stakeholders such as the legislators and members of the business community. The State Board of Education adopted all standards.
The purpose of the MSPP standards is to:
provide statewide equity and quality assurance in terms of student outcomes;
establish a mechanism for instructional accountability useful to schools, school systems, and the state;
stimulate self-examination and appropriate action by local district staff and the Maryland State Department of Education; and
set improvement expectations that guide school and school system objectives, decision, and efforts.
Maryland standards are divided into three levels of achievement:
Advanced is a highly challenging and exemplary level of achievement indicating outstanding accomplishment in meeting the needs of students.
Proficient is a realistic and rigorous level of achievement indicating proficiency in meeting the needs of students.
Basic is a level of achievement indicating that more work is needed to attain proficiency in meeting the needs of students.