AssessGen — QC Review

#1 G6RP-001 6.RP.A.1 DOK 1 PASS ▼

#2 G6RP-002 6.RP.A.1 DOK 1 PASS ▼

#3 G6RP-003 6.RP.A.1 DOK 2 FAIL HUMAN REVIEW ▼

Stem: A school garden has 8 tomato plants and 5 pepper plants. Which statement correctly describes a ratio relationship in the garden?

Standard Alignment PASS Tests 6.RP.A.1 by requiring students to interpret ratio language and distinguish part-to-part from part-to-whole relationships. Standard is the primary skill.

DOK Accuracy PASS DOK 2 is appropriate. Students must interpret the language of each ratio statement, identify which quantities are being compared, and evaluate four distinct interpretations — going beyond simple recall.

Answer Correctness PASS Garden has 8 tomato, 5 pepper, 13 total. Ratio of pepper to tomato is 5 to 8. Option C is correct. Options A (5:13 ≠ 5:8), B (reverses tomato/pepper order), and D (8:5 ≠ 8:13) are all definitively wrong.

Distractor Quality PASS Option A targets part-to-part vs. part-to-whole confusion; Option B targets order-of-terms reversal; Option D targets conflation of the total with the other part. All reflect real, documented misconceptions at Grade 6.

Bias & Readability FAIL The stem uses the phrase 'school garden,' which is neutral, but the answer choices contain embedded mathematical statements with multiple clauses that are linguistically complex for Grade 6 (e.g., 'The ratio of pepper plants to all plants in the garden is 5 to 8'). More critically, Option A is potentially misleading in a way that borders on a trick question: it states '5 to 8' for pepper-to-all-plants, which uses the correct numerator (5) but the wrong denominator in a way that mirrors the correct answer (C) almost exactly in structure. A student reading quickly could confuse A and C without the item testing ratio understanding — it tests careful reading under time pressure, introducing a readability-as-trick-question concern. Recommend rephrasing Option A to use a clearly different ratio value (e.g., '5 to 13') to remove the near-identical surface structure with the correct answer.

Revision Notes: Option A ('The ratio of pepper plants to all plants in the garden is 5 to 8') uses the same two numbers as the correct answer (Option C: '5 to 8') but in a different context. This near-identical surface form risks making the item a reading-speed trap rather than a ratio-understanding assessment. Revise Option A to use the numerically correct part-to-whole ratio: 'The ratio of pepper plants to all plants in the garden is 5 to 13.' This preserves the part-to-whole misconception it is designed to target while eliminating the confusingly similar numeric form.

#4 G6RP-004 6.RP.A.1 DOK 2 FAIL HUMAN REVIEW ▼

Stem: A recipe uses 3 cups of flour for every 2 cups of sugar. Select ALL statements that correctly describe a ratio relationship shown in this situation.

Standard Alignment PASS Tests 6.RP.A.1 by requiring students to identify multiple valid ratio representations and equivalent ratios from a single situation. Standard is the primary skill.

DOK Accuracy PASS DOK 2 is appropriate. Students must interpret and evaluate five statements about ratio relationships, including recognizing equivalent ratios and invalid reversals — requiring analysis beyond simple recall.

Answer Correctness FAIL The stated answer key is A, C, E. However, Option B ('For every 2 cups of flour, there are 3 cups of sugar') is FALSE and correctly excluded. Option E ('For every 6 cups of flour, there would be 4 cups of sugar') must be verified: original ratio is 3 flour : 2 sugar, doubled is 6 flour : 4 sugar — this is correct, so E is TRUE and correctly included. The problem is Option B: the rationale itself acknowledges that B is an order-reversal error (states 2 flour : 3 sugar when the recipe gives 3 flour : 2 sugar), so B is correctly excluded. Re-examining all five: A=TRUE, B=FALSE, C=TRUE, D=FALSE, E=TRUE. Answer key A,C,E is correct. However, the item-level rationale contains a lengthy internal contradiction where the author begins to argue B is TRUE before correcting themselves. This self-contradictory rationale embedded in the item record means the answer key cannot be trusted as stable without revision. Flagging as FAIL on answer correctness due to the unreliable rationale document that could propagate scoring errors downstream.

Distractor Quality PASS Option B targets order-reversal misconception (swapping flour and sugar quantities); Option D targets the misconception that a ratio and its reciprocal are equivalent. Both are documented, plausible student errors.

Bias & Readability PASS Recipe context is neutral and familiar. Language is grade-appropriate with no bias concerns.

Revision Notes: The answer key (A, C, E) is mathematically correct, but the rationale document contains a serious internal contradiction: the author incorrectly argues mid-rationale that Option B is TRUE before reversing course. This unstable rationale must be corrected before the item is deployed to prevent scoring errors. Revise the rationale to clearly and directly state: Option B is FALSE because the recipe states 3 cups of flour for every 2 cups of sugar, but Option B reverses the quantities, claiming 2 cups of flour for every 3 cups of sugar. Remove all hedging language and the erroneous mid-analysis reversal from the rationale text. Confirm final answer key remains A, C, E.

#5 G6RP-005 6.RP.A.2 DOK 1 PASS ▼

#6 G6RP-006 6.RP.A.2 DOK 2 FAIL HUMAN REVIEW ▼

Stem: A community garden produces 45 pounds of vegetables in 6 hours of harvesting. Which statement correctly describes the unit rate, and what does it mean in this situation?

Standard Alignment PASS Tests 6.RP.A.2 — student must compute a unit rate and interpret its meaning in a real-world context. Standard is the primary skill.

DOK Accuracy PASS DOK 2 is appropriate. Students must compute the unit rate AND select the option that both correctly calculates and correctly interprets the result in context, requiring two connected cognitive steps.

Answer Correctness PASS 45 ÷ 6 = 7.5 pounds per hour. Option C is correct. Option A uses 6 (a given value, not a computed rate); Option B reflects a rounding error (≈7); Option D inverts the ratio (hours per pound). All distractors are definitively wrong.

Distractor Quality FAIL Option D states the unit rate is '7.5 hours per pound' — but 6 ÷ 45 = 0.1333 hours per pound, not 7.5. The numeric value 7.5 in Option D is borrowed from the correct answer, making Option D a hybrid distractor that combines an inverted-ratio misconception label with the correct answer's numeric value. A student who correctly computes 7.5 but confuses the units (a legitimate and documented misconception) would see '7.5 hours per pound' and might be misled into thinking this is the inverted calculation. The distractor should use the actual inverted value (≈0.13 hours per pound) to authentically represent the ratio-inversion misconception without borrowing the correct numeric answer.

Bias & Readability PASS Community garden context is neutral and inclusive. Language is at Grade 6 level with no bias concerns.

Revision Notes: Option D contains a mathematical error in its distractor construction. It states 'The unit rate is 7.5 hours per pound,' but the actual inverted calculation is 6 ÷ 45 ≈ 0.13 hours per pound — not 7.5. The value 7.5 is simply borrowed from the correct answer (Option C) with the units flipped, which creates an implausible and internally inconsistent distractor. Revise Option D to: 'The unit rate is approximately 0.13 hours per pound, meaning it takes about 0.13 hours to harvest each pound of vegetables.' This accurately represents the ratio-inversion misconception, produces a plausible wrong answer, and cannot be confused with the correct computation.

#7 G6RP-007 6.RP.A.2 DOK 4 FAIL HUMAN REVIEW ▼

Stem: A school store sells supplies at the prices shown in the table below. [TABLE: Two-column table with headers 'Item' and 'Price'. Rows: Pencil | $0.75 for 3 pencils; Notebook | $2.50 each; Eraser | $1.20 for 4 erasers; Markers | $4.50 for 6 markers] A student has $10.00 to spend and wants to buy exactly one type of item. She wants to buy as many individual units as possible without going over $10.00. Which of the following statements are true about the unit rates and her purchasing decision? Select ALL that apply.

Standard Alignment PASS Tests 6.RP.A.2 — students must compute unit rates for multiple items and apply them to a budget constraint. Standard is the primary skill with appropriate extension into multi-step application.

DOK Accuracy PASS DOK 4 is defensible. The item requires computing four unit rates, applying each to a $10 budget, evaluating five compound statements, and synthesizing conclusions across all items simultaneously — consistent with extended thinking.

Answer Correctness FAIL The stated answer key is A, C, D. However, Option B states: 'The unit rate for erasers is $0.30 each, and she can buy 33 erasers without going over $10.00.' Verification: $1.20 ÷ 4 = $0.30 per eraser (correct). $10.00 ÷ $0.30 = 33.33, so she can buy 33 erasers; 33 × $0.30 = $9.90 ≤ $10.00 (correct). Both claims in Option B are mathematically true. Therefore Option B should be a correct answer, making the answer key A, B, C, D — not A, C, D as stated. The item has four true statements instead of three, breaking the intended answer key. The rationale itself acknowledges this error and recommends revising Option B, but the item was submitted without that fix applied.

Distractor Quality FAIL Option E ('Erasers have the lowest unit rate of all four items') is a valid, effective distractor targeting the misconception that bulk purchasing equals lowest unit cost (pencils at $0.25 are actually cheaper than erasers at $0.30). However, Option B — intended as a distractor — is actually true, meaning the item currently has no valid second distractor. The distractor set is broken and must be revised before deployment.

Bias & Readability PASS School store context is neutral and familiar for Grade 6. The student is referred to with feminine pronouns, which is acceptable. Language is appropriate for Grade 6. No bias concerns.

Revision Notes: Critical answer key error: Option B is mathematically true (unit rate $0.30/eraser is correct; 33 erasers × $0.30 = $9.90 ≤ $10.00 is correct), making the actual correct answers A, B, C, D — not A, C, D as stated. The rationale acknowledges this problem and recommends a fix but the fix was never applied. Revise Option B to introduce a clear error so it becomes a genuine distractor. Recommended revision per the rationale: change '33 erasers' to '32 erasers' (incorrect floor division, as 32 × $0.30 = $9.60 but the student could actually buy 33). Alternatively, introduce an incorrect unit rate (e.g., '$0.40 each') to target a different computation error. After revision, re-verify the complete answer key before resubmitting.

#8 G6RP-008 6.RP.A.2 DOK 4 PASS ▼

Stem: Three stores sell the same brand of orange juice. Use the information below to answer the question. [TABLE: Three-column table with headers 'Store', 'Amount of Orange Juice', 'Total Price'. Row 1: Store A, 6 fl oz, $1.50. Row 2: Store B, 10 fl oz, $2.30. Row 3: Store C, 15 fl oz, $3.75.] A student wants to figure out which store has the best unit rate (lowest price per fluid ounce). She writes four reasoning steps but puts them in the wrong order, and she includes one step that does NOT belong in a valid argument. Drag each reasoning card to the correct zone: • Place steps that belong in a valid argument into the 'Valid Argument Steps' zone, in the correct order (Step 1, Step 2, Step 3, Step 4). • Place the step that does NOT belong into the 'Does Not Belong' zone. [DRAG-AND-DROP VISUAL: Five draggable cards labeled Card 1 through Card 5, and two drop zones on the right. The 'Valid Argument Steps' zone has four numbered slots (Step 1, Step 2, Step 3, Step 4). The 'Does Not Belong' zone has one slot.]

Standard Alignment PASS Tests 6.RP.A.2 via Claim 3 (Communicating Reasoning) — students must construct and evaluate a logical argument about unit rates, including identifying a flawed proportional reasoning step. Standard is the primary skill.

DOK Accuracy PASS DOK 4 is appropriate. The item requires students to sequence a multi-step argument, evaluate the logical validity of each step, and identify a reasoning flaw — all hallmarks of extended thinking beyond computation.

Answer Correctness PASS Unit rate verification: Store A = $1.50 ÷ 6 = $0.25/fl oz; Store B = $2.30 ÷ 10 = $0.23/fl oz; Store C = $3.75 ÷ 15 = $0.25/fl oz. Store B has the lowest unit rate. Card 2 → Card 1 → Card 5 → Card 3 is the correct logical sequence (define → compute → compare → conclude). Card 4 is correctly identified as invalid reasoning (largest quantity ≠ best unit rate). Answer key is correct.

Distractor Quality PASS Card 4 targets a well-documented misconception (conflating quantity size with value/unit rate). Ordering traps (placing Card 5 before Card 1, or Card 3 before Card 5) test logical sequencing skills. All wrong placements reflect meaningful reasoning errors, not random choices.

Bias & Readability PASS Orange juice comparison context is neutral and familiar. The student is referred to with feminine pronouns, which is acceptable and adds diversity. Language is at Grade 6 level. No bias concerns.

#9 G6RP-009 6.RP.A.3 DOK 2 FAIL HUMAN REVIEW ▼

Stem: A store sells trail mix in two different sizes. The small bag contains 12 ounces for $3.00, and the large bag contains 20 ounces for $4.60. A student wants to find which bag is the better deal by comparing the unit price (cost per ounce) of each bag. Which statement correctly compares the unit prices?

Standard Alignment PASS Tests 6.RP.A.3 — student must use unit rate reasoning to compare prices and determine the better value. Standard is the primary skill.

DOK Accuracy PASS DOK 2 is appropriate. Students must compute two unit rates and interpret which is the better deal, requiring two connected steps and interpretation of results in context.

Answer Correctness PASS Small bag: $3.00 ÷ 12 = $0.25/oz. Large bag: $4.60 ÷ 20 = $0.23/oz. Since $0.23 < $0.25, the large bag is the better deal. Option C is correct and states both values accurately. Options A, B, and D are all definitively wrong.

Distractor Quality FAIL Option A states the small bag costs $0.25/oz (correct) but claims the large bag costs $0.30/oz (fabricated — the actual large bag unit price is $0.23/oz). This means Option A presents a factually wrong unit price for the large bag that no student error would produce from the given numbers ($4.60 ÷ 20 does not yield $0.30 under any common misconception). A distractor must reflect a real, plausible student error — not an invented value. This distractor could confuse students who correctly compute $0.25 for the small bag and then check Option A, only to find a non-computable value for the large bag, signaling to test-wise students that A is a trap rather than a genuine misconception option. Revise Option A to use a value derivable from a real student error (e.g., $0.23 for small and $0.25 for large — swapping the two correct values to target the 'assigned the rate to the wrong bag' misconception, which is already better captured by Option B).

Bias & Readability PASS Trail mix shopping context is neutral and universally accessible. Language is clear and at Grade 6 level. No bias concerns.

Revision Notes: Option A contains a fabricated distractor value. It correctly states $0.25/oz for the small bag but assigns $0.30/oz to the large bag — a value that cannot be produced from $4.60 ÷ 20 through any documented student misconception. This makes Option A an implausible distractor that test-wise students can eliminate without engaging in ratio reasoning. Revise Option A to reflect a real student error. Suggested revision: 'The small bag is the better deal because it costs $0.23 per ounce, which is less than the large bag's cost of $0.25 per ounce.' This targets the misconception of correctly computing both unit rates but assigning them to the wrong bags — a distinct and plausible error not already covered by Option B. Ensure the final four options each target a unique, non-overlapping misconception.

#10 G6RP-010 6.RP.A.3 DOK 3 FAIL HUMAN REVIEW ▼

Stem: A school store sells notebooks, pens, and folders. Use the information below to answer the question. [TABLE: Three-column table with headers 'Item', 'Original Price', 'Sale Information'. Row 1: Notebook | $4.50 | Buy 3, get 1 free Row 2: Pen | $1.20 | 25% off each pen Row 3: Folder | $0.80 | 5 for $3.50] Maria has $20.00 to spend. She wants to buy exactly 4 notebooks, 4 pens, and 5 folders. After all discounts are applied, which of the following statements are true? Select all that apply.

Standard Alignment PASS Tests 6.RP.A.3 — students must apply ratio and rate reasoning (unit rates, percent discounts, bundled pricing) to a multi-item purchasing scenario. Standard is the primary skill across all answer choices.

DOK Accuracy PASS DOK 3 is appropriate. Students must apply three different discount/rate structures, compute discounted subtotals, sum them, compare to a budget, and calculate total savings — requiring strategic multi-step thinking across multiple ratio representations.

Answer Correctness FAIL The stated answer key is B, C, D. Verification of all options: Option A — 'Buy 3, get 1 free' means pay for 3: 3 × $4.50 = $13.50. Option A states $13.50 — this is TRUE. Option B — 4 × $1.20 = $4.80; 25% off: $4.80 × 0.75 = $3.60. Option B states $3.60 — TRUE. Option C — 5 folders for $3.50 bundle deal. Option C states $3.50 — TRUE. Option D — Total after discounts: $13.50 + $3.60 + $3.50 = $20.60. Maria has $20.00. $20.60 > $20.00, so Maria does NOT have enough money. Option D states she does have enough — FALSE. Option E — Full price: 4×$4.50 + 4×$1.20 + 5×$0.80 = $18.00 + $4.80 + $4.00 = $26.80. Discounted total = $20.60. Savings = $26.80 − $20.60 = $6.20 > $4.00. Option E states savings exceed $4.00 — TRUE. Correct answers are A, B, C, E — not B, C, D as stated. The rationale itself performs this same analysis and arrives at A, B, C, E, but the answer key field was never updated to match. This is a critical answer key error.

Distractor Quality PASS Option D (claiming Maria has enough money when she does not) is an effective distractor targeting arithmetic errors in multi-step addition. Option E, while true, requires the additional step of computing full-price total and savings — serving as a higher-difficulty correct answer that tests comprehensive understanding. All options map to distinct sub-skills and plausible errors.

Bias & Readability PASS Student named Maria in a school store context — neutral, diverse, and appropriate. Language is at Grade 6 level. No bias, cultural sensitivity, or socioeconomic concerns.

Revision Notes: Critical answer key error: The stated answer key is B, C, D, but the mathematically correct answer key is A, B, C, E. Specifically: (1) Option A is TRUE — 'buy 3 get 1 free' yields 3 × $4.50 = $13.50, which is what Option A states. (2) Option D is FALSE — the discounted total is $13.50 + $3.60 + $3.50 = $20.60, which exceeds Maria's $20.00 budget, so she does NOT have enough money. (3) Option E is TRUE — full price is $26.80, discounted total is $20.60, savings = $6.20 > $4.00. The rationale document correctly derives A, B, C, E but the answer_key field was not updated. Update answer_key to 'A,B,C,E' and revise the rationale to remove all contradictory language. Also revise Option D's distractor rationale to clarify that the misconception it targets is students who incorrectly add $13.50 + $3.60 + $3.50 as $20.00 (a plausible arithmetic slip) rather than $20.60.

#11 G6RP-011 6.RP.A.3 DOK 4 No QC HUMAN REVIEW ▼

#12 G6RP-012 6.RP.A.3.a DOK 1 No QC HUMAN REVIEW ▼

#13 G6RP-013 6.RP.A.3.a DOK 2 No QC HUMAN REVIEW ▼

#14 G6RP-014 6.RP.A.3.a DOK 2 No QC HUMAN REVIEW ▼

#15 G6RP-015 6.RP.A.3.a DOK 3 No QC HUMAN REVIEW ▼

#16 G6RP-016 6.RP.A.3.a DOK 4 No QC HUMAN REVIEW ▼

#17 G6RP-017 6.RP.A.3.b DOK 1 No QC HUMAN REVIEW ▼

#18 G6RP-018 6.RP.A.3.b DOK 2 No QC HUMAN REVIEW ▼

#19 G6RP-019 6.RP.A.3.b DOK 2 No QC HUMAN REVIEW ▼

#20 G6RP-021 6.RP.A.3.b DOK 4 No QC HUMAN REVIEW ▼

#21 G6RP-022 6.RP.A.3.c DOK 2 PASS ▼

#22 G6RP-023 6.RP.A.3.c DOK 2 FAIL HUMAN REVIEW ▼

Stem: A student is solving percent problems. Match each problem on the left with the correct answer on the right. Not all answers will be used.

Standard Alignment PASS All three sub-problems test 6.RP.A.3.c — finding a percent of a quantity, finding what percent one number is of another, and finding the whole given a part and percent.

DOK Accuracy FAIL DOK 2 is overstated. Each sub-problem is a direct, single-step percent calculation requiring no interpretation or connection between ideas. Applying 25%×80, computing 40/200, and solving 0.15n=12 are all DOK 1 procedural tasks. A match-list format does not elevate DOK if the individual tasks remain recall/single-step.

Answer Correctness FAIL The answer key uses positional labels (1-A, 2-C, 3-B) referencing the right-column options, but the right column is labeled only by position, not by letters A–E. The rationale calls them 'A: 20', 'C: 20%', 'B: 80', 'D: 40%', 'E: 160', implying letter labels exist on the right column, but the item as written lists them without labels. This creates an ambiguous and unverifiable answer key that cannot be administered as written. Additionally, the claim is listed as Claim 3 (Communicating Reasoning) but the item is purely procedural computation with no reasoning communication required, creating a claim mismatch.

Distractor Quality PASS The unused right-column options (40% and 160) reflect plausible student errors described in the rationale — reversing the percent ratio and doubling/misoperating on the whole.

Bias & Readability PASS Stem is simple and neutral. No names, cultural references, or above-grade vocabulary.

Revision Notes: Two issues require revision: (1) DOK label must be changed from 2 to 1, as each sub-problem is a single-step percent calculation with no interpretation or multi-idea connection required. (2) The answer key is undeliverable as written — the right-column options must be explicitly labeled (e.g., A through E) within the item itself so the key '1-A, 2-C, 3-B' is unambiguous to students and scorers. Also consider changing the Claim from Claim 3 (Communicating Reasoning) to Claim 1 (Concepts & Procedures), as no reasoning communication is required.

#23 G6RP-024 6.RP.A.3.c DOK 3 FAIL HUMAN REVIEW ▼

Stem: A store is running two separate sales on the same jacket. In Sale 1, the original price of $80 is first reduced by 20%, and then the sale price is reduced by an additional 15%. In Sale 2, the original price of $80 is reduced by a single discount of 35%. A student says, 'Both sales give the same final price because 20% + 15% = 35%.' Which of the following correctly evaluates the student's claim AND explains the difference in final prices?

Standard Alignment FAIL 6.RP.A.3.c addresses finding percent of a quantity and solving percent problems (tax, tip, discount, percent increase/decrease). Comparing sequential vs. single-discount equivalence involves compound percent reasoning that goes substantially beyond the scope of 6.RP.A.3.c as written for Grade 6. This item tests a concept more aligned with 7.RP.A.3 (multi-step ratio/percent problems) and requires understanding of multiplicative composition of percents, which is not part of the 6.RP.A.3.c standard.

DOK Accuracy PASS DOK 3 is appropriate. Students must execute multi-step calculations, evaluate a student claim, and explain the conceptual error — all hallmarks of strategic thinking at DOK 3.

Answer Correctness PASS Verified: Sale 1 — $80×0.80=$64, $64×0.85=$54.40. Sale 2 — $80×0.65=$52.00. Option B correctly states both prices and the correct explanation. Options A, C, and D are all definitively wrong as explained in the rationale.

Distractor Quality PASS Option A mirrors the student's misconception directly. Option C plausibly reverses the logic. Option D correctly identifies unequal prices but reverses which is cheaper and asserts an inaccurate general rule. All distractors reflect real reasoning errors.

Bias & Readability PASS Language is appropriate for Grade 6. Option text is somewhat long but the complexity is mathematical, not linguistic. No bias concerns.

Revision Notes: Standard alignment must be corrected. The concept of sequential/compound percent discounts (showing that 20%+15% ≠ 35% as a combined discount) exceeds the scope of 6.RP.A.3.c, which covers single percent of a quantity, percent increase/decrease, and simple tax/tip/discount scenarios. This item is better aligned to 7.RP.A.3. Either (a) re-tag the standard to 7.RP.A.3 if this item is intended for a Grade 7 context, or (b) revise the item to test a single percent decrease or percent change scenario appropriate to 6.RP.A.3.c.

#24 G6RP-025 6.RP.A.3.c DOK 3 FAIL HUMAN REVIEW ▼

Stem: A store is having a sale. The original price of a jacket is $80. The store applies a 15% discount, and then the cashier applies an additional 10% discount to the already reduced price. A customer says the total discount is the same as a single 25% discount off the original price. Select ALL statements that are true about this situation.

Standard Alignment FAIL Same issue as G6RP-024: successive/compound percent discounts (15% then 10%) and computing the true combined percent discount (23.5%) exceed the scope of 6.RP.A.3.c. This multi-step compound percent reasoning is a Grade 7 concept (7.RP.A.3).

DOK Accuracy PASS DOK 3 is appropriate for the complexity demonstrated — multi-step calculation, claim evaluation, and computing an actual combined percent change.

Answer Correctness FAIL Option C ('A single 25% discount off the original price would result in a final price of $60.00') is arithmetically true: 25% of $80 = $20, $80−$20 = $60.00. The stem asks students to 'Select ALL statements that are TRUE about this situation.' Option C is an unambiguously true statement about this situation. The answer key (A,B,E) omits C, and the rationale's own adjudication note concedes C is 'factually true as arithmetic.' Excluding a factually true statement from the answer key of a 'select all true statements' item is an answer key error that will cause scoring disputes and student harm.

Distractor Quality FAIL Option C cannot function as a distractor because it is factually true and the item format requires selecting all true statements. Using a true statement as a foil in this format is a design flaw — it creates an ambiguous item where a correct student who identifies C as true will be penalized. The item design must be revised so all non-keyed options are clearly false.

Bias & Readability PASS Language is grade-appropriate and neutral. No bias concerns.

Revision Notes: Three issues require revision: (1) Standard: Re-tag to 7.RP.A.3 or redesign for a single-step 6.RP.A.3.c scenario. (2) Answer key error: Option C ('A single 25% discount results in $60.00') is factually true and must be included in the answer key (making the key A,B,C,E) OR the item must be redesigned so that option is false. Do not use factually true statements as foils in 'select all true statements' items. (3) Distractor redesign: Replace Option C with a clearly false statement (e.g., 'A single 25% discount results in a final price of $61.20') so that only the intended correct options are true. Additionally, note that G6RP-024 and G6RP-025 test nearly the same sub-skill (successive percent discounts vs. additive percent misconception) at the same DOK level with nearly identical contexts (jacket, sequential discounts). If both items are retained after standard correction, differentiate the contexts and sub-skills more substantially to avoid redundancy.

#25 G6RP-026 6.RP.A.3.c DOK 4 FAIL HUMAN REVIEW ▼

Stem: A student is trying to find 140% of 85. She writes the following steps: Step 1: Write 140% as a fraction: 140/100 Step 2: Simplify the fraction: 7/5 Step 3: Multiply: (7/5) × 85 = 595/5 Step 4: Divide: 595 ÷ 5 = 119 She concludes: 140% of 85 is 119. Select ALL statements that are true about the student's work.

Standard Alignment PASS The item tests 6.RP.A.3.c — finding a percent of a quantity (140% of 85) and evaluating whether a fraction-based method is valid. Percent of a quantity is the core skill.

DOK Accuracy FAIL DOK 4 is overstated. DOK 4 requires extended thinking, real-world investigation, synthesis across disciplines, or designing solutions. This item requires students to evaluate a worked example step-by-step and critique a method claim — this is DOK 3 (strategic thinking/reasoning), not DOK 4. Step-by-step solution analysis and critique of a single mathematical strategy do not rise to the level of extended investigation or synthesis required for DOK 4.

Answer Correctness PASS Verified: 140/100 = 7/5 (dividing both by 20) — correct. (7/5)×85 = 595/5 = 119 — correct. 119 > 85 confirms reasonableness for a percent > 100%. Answer key A, C, D is correct. Option B is false (7/5 is correct, not an error). Option E is false (fraction conversion is a valid method).

Distractor Quality PASS Option B targets students who believe 140/100 simplifies only to 14/10 and not further. Option E targets the documented misconception that percents must be converted to decimals, not fractions. Both are plausible errors.

Bias & Readability PASS Language is appropriate for Grade 6. The worked-example format is clear. No bias concerns.

Revision Notes: DOK label must be changed from 4 to 3. The task of evaluating a multi-step worked example, identifying correct and incorrect steps, and critiquing a method claim is characteristic of DOK 3 (strategic thinking). DOK 4 requires extended thinking beyond a single problem or investigation — this item does not meet that threshold. Update metadata accordingly.

#26 G6RP-027 6.RP.A.3.d DOK 1 FAIL HUMAN REVIEW ▼

Stem: A jacket is on sale for 25% off its original price of $48. What is the sale price of the jacket?

Standard Alignment PASS Item tests 6.RP.A.3.d — applying percent to find a sale price, which is a direct application of ratio reasoning to a real-world problem involving discount.

DOK Accuracy PASS DOK 1 is appropriate. Finding a percent discount and subtracting is a straightforward two-step procedural calculation with no interpretation or analysis required.

Answer Correctness PASS Verified: 25% of $48 = $12; $48−$12 = $36. Answer key C is correct. A($12) = discount only; D($60) = $48+$12. All wrong options are definitively incorrect.

Distractor Quality FAIL Distractor B ($23) is described in the rationale as 'students who subtract 25 directly from 48 and then halve the result' — this is not a documented or coherent student misconception. 48−25=23, which is plausible as a misconception (treating percent as a raw number to subtract), but halving is not part of the rationale's own explanation. The label '$23' with the rationale's confused explanation signals the distractor is not grounded in a clear, real error. The value 48−25=23 is the actual misconception; the 'halving' description is inaccurate. The distractor value itself ($23) is defensible as reflecting 48−25, but the written rationale for it is incoherent and must be corrected.

Bias & Readability PASS Language is simple and grade-appropriate. Jacket sale context is neutral. No bias concerns.

Revision Notes: Revise the rationale for Distractor B ($23). The correct misconception explanation is: students subtract 25 directly from 48 as if the percent were a dollar amount (48−25=23), not the described 'subtract then halve' operation which is not a real student error pattern. Correct the rationale to accurately describe the misconception so the distractor is pedagogically defensible.

#27 G6RP-028 6.RP.A.3.d DOK 2 PASS ▼

Stem: A sporting goods store is having a sale. Use the information below to answer each question. [TABLE: Two-column table with headers 'Item' and 'Sale Information'. Rows: Row 1 — Item: Running Shoes, Sale Information: Original price $85.00, marked down 20%; Row 2 — Item: Water Bottle, Sale Information: Original price $12.00, marked down 15%; Row 3 — Item: Gym Bag, Sale Information: Original price $60.00, marked down 25%] (1) The sale price of the running shoes is $[[blank1]]. (2) The sale price of the gym bag is $[[blank2]]. (3) A customer buys the water bottle and pays with a $20 bill. The amount of change the customer receives is $[[blank3]].

Standard Alignment PASS All three parts test 6.RP.A.3.d — applying percent discount to find sale prices and solving a real-world problem involving money. The standard is the primary skill throughout.

DOK Accuracy PASS DOK 2 is appropriate. Students must interpret a table, apply the percent discount formula across multiple items, and perform a multi-step calculation for part 3 (find sale price, then compute change). This requires connecting concepts across steps, not just single-step recall.

Answer Correctness PASS Verified: (1) 20% of $85=$17; $85−$17=$68.00 ✓. (2) 25% of $60=$15; $60−$15=$45.00 ✓. (3) 15% of $12=$1.80; $12−$1.80=$10.20; $20−$10.20=$9.80 ✓. All three answers in the key are correct.

Distractor Quality PASS No traditional distractors (cloze format), but the rationale identifies real misconceptions for each part: adding instead of subtracting the discount, confusing 25% off with paying 25% of price, and stopping at the sale price without computing change. These are appropriate error patterns for this format.

Bias & Readability PASS Language is clear and grade-appropriate. Table format is well-described. Sporting goods context is neutral and accessible. No bias concerns.

#28 G6RP-029 6.RP.A.3.d DOK 2 FAIL HUMAN REVIEW ▼

Stem: A student is solving problems that require converting between different units of measurement. Match each measurement on the left to its equivalent value on the right.

Standard Alignment FAIL The item tests unit conversion between feet, inches, and miles (customary length units), which is aligned to 6.RP.A.3.d. However, the stem explicitly frames this as 'converting between different units of measurement' using conversion ratios — this is the correct standard. BUT the item contains no ratio reasoning in the 6.RP sense; it is purely arithmetic conversion using memorized facts (12 in/ft, 5280 ft/mi). More critically, the standard 6.RP.A.3.d specifies using ratio reasoning to convert units, but this item as written tests memorization of conversion factors rather than ratio reasoning as the primary skill. The context is purely unit conversion with no proportional reasoning structure visible to the student (no ratio table, no proportion setup required). This is a borderline pass/fail — failing because the item tests recall of conversion factors as the primary cognitive demand, not ratio reasoning.

DOK Accuracy FAIL DOK 2 is overstated. Each conversion is a single multiplication or division using a memorized conversion factor. There is no interpretation, no connecting of two ideas, and no analysis. This is DOK 1 procedural recall. A match-list format does not elevate DOK if each individual task is single-step.

Answer Correctness PASS Verified: 3 ft × 12 = 36 in (A) ✓; 2 mi × 5280 = 10,560 ft (C) ✓; 48 in ÷ 12 = 4 ft (B) ✓. Unused option D: 2 mi × 1760 = 3,520 yards ✓ as a plausible distractor value.

Distractor Quality PASS Option D (3,520 yards) is a strong distractor representing a real misconception — converting miles to yards instead of feet. The extra unused option appropriately prevents guessing by elimination.

Bias & Readability PASS Language is simple and neutral. No names, contexts, or sensitive content. Appropriate for Grade 6.

Revision Notes: Two issues require revision: (1) Standard alignment is weak — the item tests memorized unit conversion facts rather than ratio reasoning as the primary skill. Revise the item to make ratio reasoning explicit: for example, require students to use a ratio table or set up a proportion to convert units, so that 6.RP.A.3.d's ratio reasoning requirement is the primary cognitive demand. (2) DOK label must be changed from 2 to 1, as each conversion is a single-step arithmetic operation using a recalled fact. To achieve DOK 2, add a multi-step conversion (e.g., converting miles to inches) or require students to compare or interpret results.

#29 G6RP-030 6.RP.A.3.d DOK 3 PASS ▼

Stem: A recipe for a sports drink uses 3 teaspoons of a powder mix for every 8 fluid ounces of water. Marcus wants to make a larger batch using 5 cups of water. He also knows that 1 cup = 8 fluid ounces. Marcus says he will need 15 teaspoons of powder mix. His friend Jada says he will need 120 teaspoons. A third friend, Kenji, says the answer is 18 teaspoons. Which of the following correctly explains who is right AND identifies the error made by one of the others?

Standard Alignment PASS Item directly tests 6.RP.A.3.d — using ratio reasoning (unit rate of 3 tsp per 8 fl oz) to convert measurements and solve a multi-step real-world problem. Ratio reasoning is the primary skill.

DOK Accuracy PASS DOK 3 is appropriate. Students must convert units, apply proportional reasoning, evaluate three competing claims, and explain the conceptual error in another's reasoning — requiring strategic multi-step thinking.

Answer Correctness PASS Verified: 5 cups × 8 fl oz/cup = 40 fl oz. Proportion: 3/8 = x/40 → x = 15 teaspoons. Marcus is correct. Option C accurately describes this process and correctly identifies Jada's error (multiplying 40×3 without dividing by 8, treating the rate as 3 tsp per 1 fl oz). Options A, B, and D are all definitively wrong for the reasons stated in the rationale.

Distractor Quality PASS Option A is a subtle distractor targeting students who get the right answer but misunderstand the ratio structure. Option B targets students who ignore the denominator of the unit rate. Option D targets additive thinking — a well-documented misconception. All distractors reflect real student error patterns.

Bias & Readability PASS Names used (Marcus, Jada, Kenji) are diverse and non-stereotyped. Language is grade-appropriate. Sports drink context is neutral and accessible. No bias concerns.