Maryland State

# Defintion

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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
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.

MSA Performance Level Descriptors