GENERIC SCORING GUIDE FOR WRITTEN PRODUCT: MATHEMATICS

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Oct 10, 2013 (4 years and 9 months ago)

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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

CRITERIA*

4

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

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

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

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

reviews work for correctness; can
ascertain reasonableness, if questioned

selects and carries out problem
-
solving strat
egy(ies) generally
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

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

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

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

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

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

reviews none of the work; does not

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

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