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Massachusetts Comprehensive Assessment System

Scoring Guide and Sample Student WorkSelect a score point in the table below to view the sample student response.

ScoreDescription
4 The student response demonstrates an exemplary understanding of the Geometry concepts involved in using informal arguments to establish facts about the angles created when parallel lines are cut by a transversal. The student calculates angle measures in a diagram with parallel lines and transversals.
4
3 The student response demonstrates a good understanding of the Geometry concepts involved in using informal arguments to establish facts about the angles created when parallel lines are cut by a transversal. Although there is significant evidence that the student was able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result the response merits 3 points.
2 The student response demonstrates a fair understanding of the Geometry concepts involved in using informal arguments to establish facts about the angles created when parallel lines are cut by a transversal. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points.
1 The student response demonstrates a minimal understanding of the Geometry concepts involved in using informal arguments to establish facts about the angles created when parallel lines are cut by a transversal.
0 The student response contains insufficient evidence of an understanding of the Geometry concepts involved in using informal arguments to establish facts about the angles created when parallel lines are cut by a transversal to merit any points.

Note: There are 2 sample student responses for Score Point 4.

Question 17:
Question 20:
Question 21:
Question 36:
Question 41:
Question 42: