GENERIC SCORING GUIDE FOR WRITTEN PRODUCT: MATHEMATICS

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10 Οκτ 2013 (πριν από 3 χρόνια και 10 μήνες)

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Developed in collaboration with the Council for Basic Education, Washington D.C.



*Use the language of the standard.

9/9

LOS ANGELES UNIFIED SCHOOL DISTRICT

GENERIC SCORING GUIDE FOR WRITTEN PRODUCT: MATHEMATICS


RUBRIC
LEVEL

CONTENT

ORGANIZATION

CONVENTIONS

STYLE/IMPACT

TASK SPECIFIC
CRITERIA*





4



completes task/activity accurately



explains, proves and/or applies
mathem
atical concepts, theorems,
properties, and relationships effectively



demonstrates and explains clearly the
relation between mathematical concepts
and skills (why and how)



identifies all relevant elements of the
task; knows when a strategy is applicable



rev
iews reasonableness of results;
recognizes unreasonableness



selects and carries out problem
-
solving strategy(ies) suitable to the
task efficiently



organizes content logically and
coherently



identifies all steps (problem
-
solving
method) to the solution



appl
ies operations, rules, theorems, or
functions correctly with accurate
computations



uses a variety of appropriate tools and
technology in completing the task



communicates entire solution clearly in
oral, written, or graphic form, using
appropriate language,

notation, and
concepts




communicates results and
interpretation of those results clearly
and convincingly



demonstrates high level of
mathematical thinking that includes,
where appropriate, making
comparison, conjectures,
interpretations, and generalizatio
ns



connects mathematical concepts to
many other content areas and daily
life, when appropriate








3



completes essentials of the task/activity



explains, proves and/or applies
mathematical concepts, theorems,
properties, and relationships thoroughly



dem
onstrates in general the relation
between mathematical concepts and
skills, with minor flaws



identifies the important elements of a
task



reviews work for correctness; can
ascertain reasonableness, if questioned



selects and carries out problem
-
solving strat
egy(ies) generally
suitable to the task without
significant error



organizes content logically and
coherently, minor details may be
omitted



identifies relevant steps (problem
-
solving method) of the solution



applies operations, rules, theorems, or
functions
without significant error



uses a variety of tools and technology to
complete most of the task



communicates central idea(s) of
solution in oral, written, or graphic
form, using appropriate language,
notation, and concepts with minor
errors



communicates resu
lts and
interpretation of those results with no
significant errors



demonstrates evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations



connects some mathematical concepts
to other content areas and daily l
ife,
when appropriate








2



completes task/activity with rough
approximation



explains, proves and/or applies
mathematical concepts, theorems,
properties, and relationships with
limitations



demonstrates a misconception between
mathematical concepts and

skills



identifies only a few, usually superficial
elements of the task



reviews, with major errors, the work for
correctness: is unable to determine
reasonableness of answer



selects problem
-
solving strategy(ies)
which are not completely suitable to
the ta
sk, displays a number of errors



organizes content with little logical
structure, major details may be
omitted



identifies some steps (problem
-
solving method) of the solution



applies operations, rules, theorems, or
functions with significant errors; can
com
plete a rough approximation



uses tools and technology ineffectively
or incorrectly; completes some of the
task



communicates some of central idea(s)
of solution in oral, written, or graphic
form, using mathematical language,
notation, and concepts, with si
gnificant
errors



communicates results and
interpretation of those results with
some significant errors



demonstrates little evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations



connects few mathematical c
oncepts
to other content areas and daily life,
when appropriate







1



completes no parts of the task/activity



explains with little or no comprehension
how to prove and/or apply mathematical
concepts, theorems, properties, and
relationships



demonstrates

no relation between
mathematical concepts and skills



identifies few, if any, of the elements of
the task



reviews none of the work; does not
recognize reasonableness of answer



selects problem
-
solving strategy(ies)
that are inappropriate to the task
making
critical errors



organizes content with no logical
structure, includes few, if any, details



identifies no steps (problem
-
solving
method) of the solution



applies operations, rules, theorems, or
functions with critical errors; unable to
complete a rough appr
oximation



uses inappropriate tools and technology
or uses them to produce incorrect
results; completes few, if any, parts of
the task



communicates few, if any, central
idea(s) of solution in oral, written, or
graphic form, using mathematical
language, nota
tion, and concepts, with
major errors



communicates results or
interpretation of those results with
frequent, major errors



demonstrates no evidence of
mathematical thinking involving
comparison, conjectures,
interpretations, and generalizations



connects no
mathematical concepts to
other content areas and daily life,
when appropriate


Developed in collaboration with the Council for Basic Education, Washington D.C.



*Use the language of the standard.

9/9