There are multiple formats available for Mathematics End-of-Unit Assessments.

**Learnosity Assessments**

Assessments that are taken in Learnosity will contain both machine-scored and teacher-scored items.**Learnosity Assessments with some paper-based items**

For some Learnosity Assessments, students will need to respond to an item on paper because Learnosity does not provide an appropriate response type for the content. Teachers will then score the problem on paper and enter the percent score into the platform.**Paper-based or Notebook assessments**

In some cases, it may be beneficial for a student to take a Math Assessment completely on paper. This may also be the case for version 2 retakes, as these are not provided in Learnosity. Alternative or edited versions of an assessment will need to be uploaded to the platform as a new End-of-Unit Assessment, where students will complete the assessment in a Notebook or it will be printed. Scoring paper-based assessments mirror the scoring of assessments in Learnosity. A student’s score will be determined by the points correct out of the total number of problems. This score will then be entered into the platform as a percentage.

### How are scores translated into percentage grades?

The following table is used to determine student proficiency. The *percent score* indicates the score on the assessment and the *language* names a proficiency level within a range. If a student does not take an assessment they should be marked as “off track.” Regardless of the percent score entered, the platform has a floor of 60% to indicate that the student is not showing evidence of understanding the concept while still providing an opportunity for the student to show growth in his/her understanding.

Minimal/No evidence | Not Yet Proficient | Partially Proficient | Mostly Proficient | Fully Proficient |

0-60% | >60% | >70% | >80% | >90% |

There is minimal or no evidence of understanding the mathematical concepts. | There is evidence of a surface level understanding of the mathematical concepts, with many conceptual and/or procedural gaps in understanding. | There is evidence of understanding the mathematical concepts, with some conceptual and/or procedural gaps in understanding. | There is significant evidence of a broad understanding of the mathematical concepts, with few conceptual and/or procedural gaps in understanding. | There is strong evidence of conceptual understanding, procedural fluency, and application of the mathematical concepts. |

Here you can learn more about how to grade an End-of-Unit Assessment.