NEW High School Algebra I, Geometry, and Algebra II Assessment Item Progressions

Standard Aligned Assessment Items at Varying DOK Levels

Teachers use Assessment Item Progressions in Goalbook Pathways to design instruction that is tightly aligned to grade level standards and sub-standards. The great thing about the item progressions is that each standard has multiple progressions attached to it and include items at multiple depth of knowledge levels (DOK). This allows teachers to scaffold student learning to the most rigorous understanding of the standard.

Item Progressions are rigorous and engaging tasks that teachers can use outright for assessment items or as a model for planning with rigor in mind. They all include model student responses that allow teachers to adequately gauge what mastery of the standard looks like.

What’s NEW?

We are proud to announce that 19 new assessment item progressions have been released for Math grades 9–12. That means there are 57 new assessment items to choose from as teachers plan instruction. They cover the following subjects:

  • Algebra I
  • Geometry
  • Algebra II

With this release, we mark the completion of 100% coverage of the standards and sub-standards for high school Algebra I, Geometry, and Algebra II.

This is significant because we believe that a critical component of designing rigorous standard-based instruction is coherence. Previous to this release maintaining the rigor and consistency of instruction may have been challenging because teachers needed to source resources from outside of Pathways to teach the sub-standards. This release allows them to maintain a high bar for rigor and coherence in the presentation of material to their students for all aspects of the standard including the foundational skills addressed by the sub-standards.

Teachers have the ability to teach toward mastery with these new progressions because they can consistently practice the skills that build toward mastery. A strong example of this is the standard below.

The sub-standards for F-LE.1 assess highly specific skills, it is important to teach all of these skills at a consistent level of rigor in order to push students toward mastery of the main standard.

F-LE.1:Distinguish between situations that can be modeled with linear functions and with exponential functions. The sub-standards teach very specific skills that all need to be internalized at a deep level in order to master the standard:

  • Prove growth properties of linear and exponential functions
  • Recognize situations that can be modeled linearly
  • Recognize situations that can be modeled exponentially

All three sub-standards address specific skills that build toward the main standard and need to be understood deeply in order to master the standard.

Explore Them Now!


A-SSE.1a Interpret parts of an expression

A-SSE.1b View parts of an expression as a single entity to interpret complex expressions

A-REI.4a Use the discriminant to create quadratic equations with a given number of solutions

A-REI.4a Create quadratic equations that can be solved most efficiently using specified methods

A-REI.4b Solve and manipulate quadratic equations by completing the square

A-REI.4b Use the discriminant and the quadratic formula to find the number and type of solutions

F-IF.8b I can compare exponential functions to reveal information about different real world scenarios

F-BF.4b Use function composition to verify inverses

F-BF.4c Use graphs and tables to identify values of an inverse function

F-BF.4d Restrict function domains to produce inverse functions

F-LE.1a Prove growth properties of linear and exponential functions

F-LE.1b Recognize situations that can be modeled linearly

F-LE.1c Recognize situations that can be modeled exponentially

F-IF.A.2 Interpret statements that use function notation


G-SRT.1b Verify how a dilation impacts a segment’s length

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