AN ASSESSMENT TOOL

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 QUERIES TO BE
ATTENDED
- How am I
Am I hat are my doing?
-
was
le arn in g engths and )
in the best eaknesses? /
rest

.
way for me? [ making me
think?

♦ ..\~'lat can I --
-
«
~~----- -----
--

] How will I
remember +
(
know if my
an
understand? - work is good?

at are •
Where d o I target What do
have to focus s? I
my revision? need to
How am I
going to make do to
this improve
improve ?
ment?
 T h e Te a c h i n g - L e a r n i n g - A s s e s s m e n t C y c l e

Implement
c hange s
L e a r n i n g G oal s
based on
results

Learning
Sh a r e Re su lt s Opportu
nities

Assessment
 ASSESSMENT LOOP
4. D e v e l o p ,
M o d i f y, o r
R e v i e w Curric•
ulum, Course,
Program or
Service

3. D e t e r m i n e 5. Develop or
Refinements M o d if y
Based on St u d e n t
Out• Le a r n in g
comes Ou t co m e s

2.Collect,
1. D e s i g n a n d
D is c u s s ,
Measure Stu•
an d
dent Learning
A n a ly z e
t h e Da t a
 STUDENT

PERFORMANC
E

ENVIRONMEN TASKS
T

TOOLS
[ ours PERFORMANCEASSESSMENTS
5celle'
Goo
er¥ Scoring Instruments for
~eraAve' ~ge Performance Assessments
n Bel"

Rating Scales
Checklists

Rubrics
A Rubric is a scoring tool that lists the
criteria or 'what counts' for a piece of work
A rubric is an evaluation tool that describes
quality of work on a gamut (range) from
excellent to poor.
Specific characteristics of performance are detailed
for all quality levels.

A Rubric measures student work against real-life

criteria and is referred to as a form o f authentic
assessment.
RUBRIC is a guide listing
specific criteria for grading or
scoring academic papers,
projects, or tests
A scoring rubric is an attempt to
communicate expectations of
quality around a task
Scoring Rabries
? How Timely , , " · ,
FEATURES
= M!
OF
M = = e

Z:" I
%
and/or ''

l o
SCORING
RUBRIC
>FOCUS ON MEASURING A STATED OBJECTIVE
(PERFORMANCE, BEHAVIOR, OR QUALITY)
> USE A RANGE TO RATE PERFORMANCE

>CONTAIN SPECIFIC PERFORMANCE

CHARACTERISTICS ARRANGED IN
LEVELS INDICATING THE DEGREE TO
WHICH STANDARD HAS BEEN MET
 ~ • •

• rel
i t « d i e 2 ««

OUTLINE OF RUBRIC
t . M et a l « cl
, 4 d e « $ l w «

=- -
L ~
.
•• A RUBRIC INCLUDE LEVELS OF POTENTIAL
ACHIEVEMENT
E.- S FOR EACH CRITERION, AND WORK
OR PERFORMANCE SAMPLES THAT TYPIFY EACH
OF THOSE LEVELS
··LEVELS OF ACHIEVEMENT ARE OFTEN GIVEN

A
· NUMERICAL SCORES
SUM M ARY FOR THE WORK BEING
SCORE MAY BE PRODUCED BY ADDING THE
ASSESSED
SCORES FOR EACH CRITERION.
► THERUBRIC MAY ALSO INCLUDE SPACE FOR THE
JUDGE TO DESCRIBE THE REASONS FOR EACH
JUDGMENT OR TO MAKE SUGGESTIONS
 !

• Identify a R UBLM =

• Choose outcomes R I may

that
=-
be measured
learning goal
w it h a rubric
• Develop or adopt (and adapt) an existing
rubric
• Share it with students
• Assess / Grade
• Analyze and report results
 TERMS TO BE USED

• Needs lmprovement... Satisfactory... Good...Exemplary

• Beginning... Developing...Accomplished...Exemplary

• Needs work... Good Excellent

• Novice ...Apprentice Proficient... Distinguished

• Numeric scale ranging from 1 to 5, for example

 A Rubric for Rubrics

A Quality rubric is one for which those associated with its use
can show that it ...

a evaluates its target accurately and consistently with a minimum

level of unexpected subjectivity;
is clear to everyone associated with its use;
focuses on the characteristics that truly determine and distinguish
between quality levels;
is based on actual examples for each level and is accompanied by
examples (anchors) for clarity; and
has the number of levels that are appropriate for its use and the
developmental levels ofits developers and users.
 TYPES OF RUBRICS
Scoring Instruments for
Perforance
Assessments

Rating Scales
Checklists

Rubrics

Analytic Rubrics Hol isti c Ru bric s

 I'll show
yo u h ow t
ANALYTIC RUBRIC
s core p o i

DESCRIBES LEVELS OF PERFORMANCE FOR EACH

CRITERION TO ASSESS STUDENT PERFORMANCE ON
EACH OF THEM.
Analytical rubrics are designed to assess
students' work based on specified criteria and
different degrees of quality of the assignment.
Analytic rubrics are more common because teachers
typically want to assess each criterion
separately, particularly for assignments that involve
a larger number of criteria
 I'll show
yo u h ow t
ANALYTIC RUBRIC
s core p o i

An analytic rubric resembles a grid with the criteria

for a student product listed in the leftmost column
and with levels of performance listed across the top
row often using numbers and/or descriptive tags
>When scoring with an analytic rubric eac of
the criteria is scored individually h
>The cells within the center of the rubric may be
left blank or may contain descriptions of what the
specified criteria look like for each level of
performance
Table 2
:
Template for analytic rubrics
■l

Beginning Developing Accomplished Exemplary

Score
1 2 3 4

Criteria #1 Description reflecting Descripticn reflectin g Descriptin reflecting Descriptin reflecting

beginning lrel af memznt toward achier=mnt af h i ghe s t lrel af
performance mastery level cf mastery level af perform ance
performance performance

Criteria #2 Description reflecting Description reflecting Description reflecting Description reflecting

beginni n g l r e l f mcement toward achier=mnt af highest lerel sf
perform ance mastery level af mastery level af performance
preformance perform ance

Criteria #3 Descriptin reflecting Description reflecting Description reflectin g Description reflectin g

beginning lrel of mcement towrard achier=mnt af highest level sf
parfrman.e mastery level of mastery level of performance
performance perform ance

Criteria #4 Description reflecting Descriptian reflectin g Description reflectin g Descriptin reflectin g

beginning lrel af cement toward achier=mnt af h i ghe s t lrel af
performance mastery l r l o f mastery level cf periaman.=
preiamanc= periman.=
 Analytic Rubric
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 Criteria
3 2 1
A ramp/i s p an s
Explanatio rith » dotslnd
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sketch t or
neitr g n t h , siaet.ch

Shaws 3hrs subztuti] Response {Responsesh&ws

Demustrated ramp.kt [vzlsskding aft shows rsnplets Jk nf
'nswlelge i n s i s t i n g a f th» oblen, id us, rams in5nets ling
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melhentiral] pr9rt 18i%, Hd ht lgoblrm
yi t s tht D1h#i ;thtl imi#t
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Requirements/ #s 1, ind pr4~ii% Metts i l [require~ts
1 the
at' ]reqnuuitrse at'
Gnt byond 1 z t s m en t gable. blen.
the
Coater msquirmetg uf'the gabl e . Doss nol inth
at'the ables.
Exampl 4irlsr ##git,
es I n t conlsr
#rimikt
 Wam e: T e a c h e r ; M R . S AM
T i t l e o f Wa r k :

Area of
E a l u a t i 4 1
c r
Assignment All gu e s t i o s are/ o f d e w o r k T of the work
Canpleter1e attempted rremn ptel rrer pecl
s=

p o se h r s
-" ledge in the
Area of
questori:, l ete la
arhemratic al u n l e r
asigrirentgi
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rrenr
O:tJ. the
U-b:m.it::-s,
l i r e g i e n lsu~ l r t o
b u t:: a .;:lay ~ es.::L-s,
delays
ua.:n. t::
reminder
•D O : t l .-s,

- - - - - - - - - - - - - - - - - - - -E -, - - - i - - - - " ' - " - - - - - - - - - - - - - - - -

Legible - 'I = r g r r 1 a lyl leg i b l e
harlariring.
Le g i l i l t
C r - C r

±s l o r e
early corerel_
I a i n1t r a n c e c f 2We a r ly g o d .
- labeled = l a b e l i n g i s n1o r
i cc oi ve e vr eodr ,k cc"F ±5 r 1 €

15 r1ct
1 l e & signature Tm1l e x i s g o o d b u r .' Lai r e d
f p a r e n ts i rk a r en1rs Woindear all
ze r 1 a i n t a i r e d
i g ri arure
is nor lane
A n a lly t i c R u lb r i c S a m p le
p ro m '' u b r i e s : 'f' h e I e a lr t o f A s s e s s m e n t ''

Ol»j ««tiw«
A f t e r d e f i n i n g t h e c o n c e p t o f a r t c r i t i c i s m, e a e h s t u d e n t w i l l w r i t e a 5 o o -w o r d e s s a y w i t h a b e g i n n i n g , mi d d l e , a n d e n d
tahc ac ut r a t e l y d e s c r i b e s , a n a l y z e s , i n t e r p r e t s , a n « l j u l g e s a s e l e c t e d w o r k o f a r t .

4Welu« 4Well « 2 W e l l « S c » r «

L » s i l l » « Provides a com• P ro v id e s a p a r t i a l provides an

p le te an l ac c u r a t e b u t n o mt l y a c c t • i n c o m p l e t e ,
<description of the r a t e <de s c r i p t i o n unclear, or inae•
le ery s u b je c t m ut te r o f t h es s u b»j e e t c u r a t e c l e m e r i p t i o r
a n l e le me n t s s e e n n a t t e r an l / o r o f s u b je c t ma t t e r
i n th e a r t w o rk . e l e m e n t s s e e n in a n d / o r e l e me n t s
th e a r t • w o r k » s e e n in th e a r t •
s o me k e y w o r k ; mn a n y k e y
c o m p o n e n t o v e r•
c o mp o n e n t s o v e r •
looleecd. looked.
-
A r a l l y « A c c u ra te ly re la t e s R e lat e s w ith lim• I la tr o u b le
h o»w th e str u c tu r e s it e l p r o f ic i e n c y re la t i n g h o w th e
o f a r t fu n c t i o n how t h e s t r u e:• s tru c tu re s of a rt
to g e the r to n uk e tu r e m o f a r t f u me • fu n c t i o n to g e t h e r
a c o m p le te tion together to t o ma k e a c o m•
c o mp o s i • t i o n . m a l e c o m p l e t e p le t e c o m p o s i t io n .
c omp osi tion,
o v e r lo o k mo r e
i1 p o r t a m t
co p e •
tents.
l r t « r p r « t S u g g e s t s a lo g e a l Su g g e s t a li t • F i n d s i t «di f f i c u l t
a n l / o r sy m b o l i c e r a l m e a n i n g t o» in t e r p r e t t l e
e a n i n e x p r e s s e cl e x p r e m e cl in t me a n i n g o f t h e
in a w o r l o f a r t w o r l o f ar t) su p • w o r l y S e ms e m
s u p p o r t s il e a w i t h ports ilea w i t h me a n i n g w i t h o u t
m u l t ip le p o i n t s o f li m i t e l p o i n t s c f v is u a l s u p p o r t .
v i sua l e vid e n c e v is u a l ev id e n c e
fo u n d in t h e p i e c e . f o u n d in t l e
p ie c e .

E wal u at« LesJmultiple cri• LJses a limitecd J s e s p e rso n a l

t e r i n to ju d g e t h e ra n g e o f r i t e • ri a o p i n i on to ju ic l g e
q u a l it y o f a fi n • t o ju l g e t h e th e q u a l it y o f a
s h ed w o rk of ar t ; q u a li t y of a w o rk fi n i s h e d w o r k o f
a v o id s p e r s o n a l o f ar t » p e r s o na l a rt .
o p in io n . o p in io n sh o w n .

Tee»clhi«el l i n i mh e c l p a p e r Lii n i s h e l pap e r Fi n i s h e d p aup e r ha

fo l l o w s r u l e s o f co n ta in s m i no r n u m e r o u s f la w s i n
g a i n 1 a i r a n al fla w s in g r a m m a r Ara 1 1 1 r an l l c e m
e s s ay w r i t i n g is i n a n <l e s s ay w r i t i n g n o t fo l l o w co n •
publ ishab le fo rm . n eed s edi t in g . v e n t io n s o f e s s ay
w ritin g n e e l s re •
w ritin g.
d L f
 Superb {A) 4
Participation Rubric
Exe·llmr (E} 3 V e r y o s d (C) 2
r

Nods Work (F) 0-f

__=i
At least one posting tor
Most contributions
are made when the
j Message posted atter
Typically one cf the
every assignrnert posted
wh en
thread is st# alive
the thread is alive and flawing so the
lastto respond to an rnost students have
active thread. finished participating
majority of students in the thread.
still can profit tramn the
inforrnati0r.
and f1owing. Seems unaware or
~7[~.~~ea, Offers inadequate
Passive responses to the Responds to the wore;ter
' d' r esrer _ [responses to the
work of others with of others. Carmrnents {esponding
in
to others [cammerts of others;
pertinent and aniginal aire usua11y ~ o u t b@ing short or wit;ti □ut:
Collaborative insights No attempt to intornatie an/or ]'Pg'e.May
& S i g n i f i c a n t dominate c onvers ation . onginat. Mu#iple ""ae_ ne-,M

Mu# pie postings on sam e

·-er
postings that
contribute to the fl0w
orwrsation Qr
d er
!rgr
rat e
oth ers
' a,
pal
[id ea s, Posting
does not acvance
corwersation, One or
topic contribute tu the f low
of carwersatian.
of conversation. o f view Ony sthe
ir postings per
[assignment.
substance of the
on e
>

Includes analysis or posting per

synthesis of course Usually includes 'assignment
5ignifa ic nt amount No evidence nf
materials, own experience, analysis or synthesis mstenal
copied cognitrwe processing
and/or colleagues f co urse materi als,
course materials or of course material or
postings from
autside sources analyzing crwn
scholarly cwn experience »without condensing
Includes citations to experience through
and'or colleagues +trough analysis or
external materials of high the lens af course
postings. Pertinent to synthesis. Lang and materials. Posting is n't
academic quality (le.g.. the assigned topic includes off-topic
peer-reviewed). Thoughtful, directly relevant to
and represents material. assignment.
academic and strrulating
original thoughts.
Pertinent to the assigned
topic and also brief A few errors that do Some errors that may More than tour errors
Na errors Staternents imp e d e that irnpede
not irnpede
always comprehensible [understanding.
understandingunderstanding.
 ADVANTAGES &
DISADVANTAGES
ADVANTAGES
P r o v i d e useful feedback on areas of strength and
weakness.
✓Criterion can be weighted to reflect the relative
importance of each dimension.
DISADVANTAGES
Takes more time to create and use than a
holistic rubric.
Unless each point for each criterion is well-
defined raters may not arrive at the same score.
I'll show
you how to
HOLISTIC RU
BRIC
s core poi

ASSIGNS A LEVEL OF PERFORMANCE BY

ASSESSING PERFORMANCE ACROSS
MULTIPLE CRITERIA AS A WHOLE.
>DOES NOT LIST SEPARATE LEVELS OF
PERFORMANCE FOR EACH CRITERION.

>HOLISTIC RUBRICS TEND TO BE USED

WHEN A QUICK OR GROSS JUDGMENT
NEEDS TO BE MADE
 I'll show
you how to
HOLISTIC RU BRIC
s core poi

$ A holistic rubric consists of a single scale with all

criteria to be included in the evaluation being
considered together (e.g., clarity, organization, and
mechanics).
$With a holistic rubric the rater assigns a single
score (usually on a t o 4 or 1 to 6 point scale)
base on an overall 1 judgment of the student
d
work.
rater matches an entire piece of student work
$»The
to a single description on the scale.
Table 1:
Templatefor lolistie
Rubrics
c0rs[Description
Demonstratescomplete understanding of the problem. All requirementsof
5 taskare included
'

1n response.
,[Demonstratesconsiderableunderstanding of the problem All requirements
of taskare
included.
3 Demonstrates partial understanding of the problem. Most requirementsof task
areincluded
2 'Demonstrates lite understan ding of the problem. .Many
requirementsof task are missing
1 'Demonstrates no understanding oi the
problem
[No response/tasknot attempted
 Holistic Rubric
Proficient =22 Unaccepta ble = l
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 Holistic Rubric Example

A supplement to an Assessment101 column, "Rubrics: What Are They Good For? Part II,"
from the October 2006 issue of ABET's CommunityMatters newsletter.

2- Progressing to 1 - Below
4-Exceeds Criteria 3 - Meets Criteria Criteria Expectations
• Provides ample • Provides adequate • Includes
some
• Includes
inconsistent or few
supporting detail to supporting detail
support solution/ to support details, but details which may
argument. solution/ may include interfere with the
argument. extraneous meaning of the text
• Organizational • Organizational
or loosely Little ev idence of
pattern is
logical and
pattern is logical & • Achieves
related little organization or any
conveys material.
completeness & sense of wholeness
conveys completeness & wholeness & completeness.
completeness. wholeness with few though
• Uses effective lapses. organization •
Has a limited or
attempted. i na ppro priate
language; makes
engagmng, • Uses effective • Limited &
vocabulary for the
intended audience
language &
appropriate word predictable perhaps & purpose.
appropriate word vocabulary,
choices for
choices for intended not appropriate for
audience and Does not follow the
purpose.
audience &
purpose.
intended audience • rules of standard
&
• Consistently purpose.
English.
follows the rules • Generally follows
the rules for
•
of standard Generally does not
English. standard English. follow the rules of
standard English.
 Report Rubric

+ Comments:
• Provides ample supporting detail to support so lution/
• argument
t Superior
. Organizational pa tt ern is logical an d conveys
completeness.
75% or
more
. Us e s e ffe c tiv e la n g u a g e ; m a k e s e n g a g in g .
a p p r o p r i a t e w o r d c h o i c e s fo r a u d i e n c e a n d p u r p o s e .
- C ons i s t ent l y fol l ow s t he rul es of standald En g l i s h .

. Provides adequate supporting detail to support

Comments:
solution/argument
• Organizational pattern is logical & conveys
Excellent
completeness & wholeness with few lapses.
5 0 % or . Us e s e ff e c t i v e la n g u a g e & a p p r o p r ia t e
m ore
w o r d ch o ic e s fo r in t en d e d a u d i e n c e &
. pu rp ose.
G e n e r a l l y f o l l o w s t h e r u l e s f o r s t and ard E n g l i s h .

. Includes some details , but may include extraneous or Comments:

loosely related material.
Adequate - Achieves little completeness & wholeness
though organization attempted.
2 5% or
m ore
. L i m i t e d & p r e d i c t a b l e v o c a b u l a r y, p e r h a p s
not appropriate for intended a udience &
. purpose.
G e n e r a l l y d o e s n o t f o l l o w t h e r u l e s o f s t an dar d

- E
Inncglu
l i ds he.s in c o n s is t e n t o r few d e t a i l s w h i c h m ay
in t e rf e r e wi t h th e m e a n in g o f t h e te x t . L ittle ev id e n c e
Comments:

o f o rg a n iz a ti o n o r a n y s e n s e o f w h o le n e s s &
Inadequate completeness.
0% or more - Has a limited or inappropriate vocabulary for the
intended audience & purpose.
- D o e s n o t f o l l o w t h e r u l e s o f standard E n g l i s h .
 ADVANTAGES &
DISADVANTAGE
S
Emphasis on whatADVANTAGES
the learner is able to
demonst rat e rather than what he/she cannot do.
, by minimizing the number of decisions raters
Saves time
make.
VCan be applied consistently by trained raters increasing
reliability.
DISADVANTAGES
JC Does not provide specific feedback for improvement.
JCWhen work is at varying levels spanning the
st udent points it can be difficult to select the single best
criteria
description.
JCCriteria cannot be weighted.
 ADVANTAGES OF RUBRICS
FOR TEACHERS FOR STUDENTS

Allow evaluation and assessment to

Help them define "quality"
be more objective and consistent

Promote student awareness of about

Help focus to clarify his/her criteria in t he crit eria to use in peer
specific terms assessing
performance

Help students judge and revise their

Provide usef ul feedback the th eir
regarding ef fect iveness of t he own work before hand ing in
inst ruct ion assignments

Clearly show the student how their

Provide benchmarks against to work will be evaluat ed and what
w hich measure and document is
progress
expected
SOME SAMPLE RUBRICS
IN MATHEMATICS
 S t ale n t Wa n e : D a t e :

R u b r i c f o r E l e m e n t a r y l l a t h S e l f - A s s e s s m e n t

4 ii 2 ii i S c o r e
i 1 c o m p l e t e d an 1 compteve i 2 1 c o m p e t e ii i i i•
i C o m p le t io n ii the work. most or the i w o5r k . just a little o f ±!
:= = = = = ? - = r = -
w o r k.
= r = r[ - = t i e
. . i i
w w o r k.
[
!- I tried
t o do» . - tried tc cc» I t r i e d to» do»
E ff o r t
I tried tc» d o » a l l
tfve work..
.- most t h e r • ± w2 e o t
it h e j u s t a litt l e ±.
3- work. • c f t h e w or k .
- w of r .k .
-

M w r i t i ng M y w r it in g is
f y w r it i n g is
M y w r i t i n g is rnwes,sward
clea r a n d is s c r i b b led
W e e a t r e s s c le a r t u t th e t h e ss o nl uo tt i o n
o r g a n iz e d . i an d
s o lu t io n is
o r g a n i e c . wesry ha r d tc»
rot read.
o r g a n iz e d .

1 Exc ellent ; 3 = Adeq ua te;r 2 = F a ir ; 1 PMi n i r n a l

 Semester ONE Rubric -- Grade 2
Math
4 3 2 1
Report Card Line
ADVANCED PROFICIENT BASIC MINIMAL
Independently • Reads, writes and • Demonstrates • Demonstrates
demonstrates all orders whole numbers some proficient few pro ficie nt
proficient skills (no to 1000 using visual skills and/or skills and
Reads, writes and orders numbers visual aid) and: aids requires some requires
t o 1,000 • Uses ordina l teacher help intensive teacher
numbers to 20" help
(WIB 4.1 and 4.3) in wri tten work
(pro blem so lving
situatio ns)

Independently • Determines number of e Demonstrates some • Demonstrates few

demonstrates proficient objects in a set by profic ient skills and/or proficie nt skills
skills and: estimation ( < 5 0 ( ) require s some teacher and requires
Uses reasonable estimation help intensive teacher
• Determines number
(WIB 4.2and D 4.5) of obj ects i n a set by • Uses reasonable help
estim ation (< 10 0 0) estimation in problem
including ro unding solving situations

• Automatic use of facts • Computes basic facts • Computes basic facts • Shows minimal
when solving problems of addition to I8 in of addition to 18 in understanding of
written work with written work with concept of
• Independently uses minimal errors frequent errors but addition
math strategies (mental understands concept
math variables, etc.) • Uses math strategies
(mental math, • Inconsistently uses
• Independently uses variables, ctc.) math strategies
Knows basic addition facts to 18
symbolic renaming to
(WI4.5 and F 4,6) I8 (can come up with • Applies additio n • Unable to gra s p
multiple renamings) fac ts in pro blem concept of symbo lic
solving activi tie s re naming
With teacher support,
•
uses symb olic
renaming
(e.g. I0= 7+3 =5+5)

Math Alignment Team - July 2006 Page I

First Grade Math Rubric (Operations & Algebraic Thinking)

Name: _ Age:Grade Months

- - - -
Can add and subtract Can understand and Can independently work
within 20, showing apply properties of with addition and
fluency within 10, operations for addition subtraction equations

3 including word pro blems,

with unknowns in all
positions
and subtraction
commutative,
associative
understand the = sign,
determine if equations
are true or false

Can add and subtract Can understand and Can independently work
within 20, including word apply properties of with addition and

2
problems, with operations for addition subtraction equations
unknowns in all positions and subtraction understand the = sign,
with minimal support commutative, associative determine if equations
and guidance with minimal are true or false with
prompting minimal prompting
Can add and subtract Can understand and C a n indepe ndent l y wor k
within 10, including word apply properties of with addition and
problems, with operations for addition subtraction equations

1 unknowns in all positions

with support and
guidance
and subtraction
commutative, associative
with maximum
understand the = sign,
determine if equations
are true or false with
prompting maximum prompting

To t a l
 Mathematics Rubrics -Fourth Grade

Number Sense
P l a c e Va l u e
S t a n d a r d : R e a d s a n d w r it e s w h o l e n u m b e r s t h r o u g h t h e m i l li o n s

4 In addition to "Meets", student demonstrates the use of in.ferences and applications that
are in-depth or beyond what was taught.

• Utilizes knowledge of large number place value positions to determine unknown

numbers
o e . g . Wr i t e a 9 d i g i t n u m b e r wi t h a 5 i n t h e m i l l i o n s p l a c e a n d a 9 i n t h e t e n
p l a c e . W r i t e a n u m b e r t h a t i s t e n m i l l io n m o r e t h a n t h e n u m b e r y o u c h o s e .

3 In addition to "Approaching, student demonstrates consistent understanding of the

s i m p l e a n d c o m p l e x id e a s a n d p r o c e s s e s . T h e r e a re n o m a j o r e r r o r s o r o m i s s i o n s
when identifying and articulating the key concepts of the content.

• Reads whole numbers and place value positions through the millions
• Wr i t es w h o l e n u m b e r s t h r o u g h t h e m i l l i o n s

2 In addition to Below", student demonstrates understanding of the simple ideas and

p r o c e s s e s . T h e r e a re n o m a j o r e r r o r s o r o m i s s i o n s w h e n i d e n t if y i n g a n d a r tic u la t in g t h e
k e y c o n c e p ts o f t h e co n te n t . H o w e v er , th e s tu d e n t d e m o n s tra te s little u n d e r s ta n d in g o f
t h e m o r e c o m p l e x id e a s a n d p r o c e s s e s w i t h m a j o r c o n t e n t e r r o r s o r o m i s s i o n s .

• Identifies place value to the millions

• Recognizes that large numbers have commas

1 Student demonstrates little understanding of the simpler ideas and processes and no
u n d e r s ta n d in g o f th e c o m p le x id e a s a n d p r o c e s s e s . T h e re a re m a jo r e r r o r s o r
o m i s s i o n s w h e n id e n t if y i n g a n d a r t ic u l a t i n g t h e k e y c o n c e p t s o f t h e c o n t e n t .

• Understands that large numbers have place value

 ' M AT H PIRO.IE . C T

Ware: Date:

f _ -ma de. TegelkE

C r i teria Va a l u e

1 2 3, 1

Fr»hler f l i n g l . i t : l e m o Wunreuus errors Few C rI r wl e l m e r r r s w h e n

n d e r s t n < d in g when s c h i E «clvirE prnhlerns. ± c i r E prubNers _,
o f the peublern prbNerns.
is e v i l e n e d .

1 t h C o n te n t I e m n u n t r z t e L e t r t r e r n a o s s Lerno« tries a L e t r i e m s n a a n e s
little car am limited kncwLe<le g e n e rla clzr ksrwbeige
kncwbe<dge o r zrnl zppliariun cf k n o w l e d g e zwnl ml application of _, __
=pplication c f rrauh s k i l l s . z p p l i. a ± i n c f rr.th skills.
rauh skills r r i s k il ls .

1 t h l a c u r z w e h Ilirited . r i s f : u r i l y Acar=bely
Cwrmmmu n icati-on o m n r r n i c e s communic a t i o n o r n u n i a t e s o r r ar n u n i at e s
lurtis to c f s o ~ t i n s to solu tions to _,
prhbeans and pw ub Ne rn s a r i
s a l t i e s to
c o n c e r t s_
pwublens rd
comme pts_
prbNerans and coneptss
4oe pets.
l " r e m t r i nm The reader is oilutium is o»lutiun is 5olutian is
naihle to fallen li tt ic u l t u fl ex pr e t e l i zr p m s e n t e l in a n
the ste tapleen i n 2rt t i r r e s _ l c E i - . al n r a I I I L I _,
e y f l Len
the solutinn. s t e p - b ey- s t e p
r ro l e 1 .
Le off a mnuhemnatial o r e l a t h e r m z t ic z l fatherzt iczl
lrh ermu atical e rmialLEy is rraihernrtical e r ni ub E err/in boEy i s
Ter mim slaE s e l or attempted. l e r r i l c E y is c o r r e ct l y u s e d . pmevale nt .rd _,
p n e e t e l . bur c t used osmethy.
correc tly u sed

T u t : l _,

T E A C H E R C O I M I E N T
RUBRICS FOR GRAPH ANALYSIS
Your
Criteri 1 2 3 4
a Scor
e
Grap Stud was Studen abl Studentwas Studentwrte 1
ent abl e t was e able more
h to one that
fewerfacts to abo 2
towritethree thanthree
analy write
were or write
his orher ut correct correct
sis correct two
Student
graph. facts aboutthe 3
correcta facts about
about shows
his graph and
his orhergraph facts
beginning graporanal
herygraph
si 4
understanding Student
h s. used
Student didnot meets the comparisons
show good cf
expectations to
understnading cf what
for analyze his or
what information her
information could be graph. Student
couldbe obt ained is
obtained fromthe graph. able to use
 Mathematics Constructive Response Rubric
Ls» f t t r 8 c t « c r ew t e t i 5 c i c ' ' ar t e s t t r c vv r i r
r t t w t . a x . < r e r t r , e t « t r e e « e s t i r e,
score description

A • My response o i d r e s s es ail parts o f the

p q u e s t io n c le a r ly c n
c o r r e c t ly
« y r e s p o n s e s h o w s t h e c o r re c t a n s w e r w i t h
c c o r r e c t , c o m p l e te w o rk a n d a w r i t t e n
in e x p l a n a t io n .
ts
3 • My response addresses the question.
p « yresponse i s c o r r e c t BUT mny work
o or explanation is incomplete
i Ii

-
nt ,

s response does not address all

2 parts of the question
p OF
o « My response is partially correct and
i shows sorne correct procedure.
n '

ts
1
p
« My response i s not c o r r e c t BUT
,
, o shows some co rrect procedure.

.-.]
i
n
t « No response
 GRADES 3 AND 4 STUDENT-FRIENDIY" M\ THEMATICS SCORING RUBRIK

score Level
MATHEMATICAL STRATEGIC EXPLANATION
H ow many KNOWLEDGE: KNOWLEDGE: :
points do you
earn' )
(Do you know it?) (How do you plan') (Can you explain
it?)

•
♦
I get the right answer.
label my answer
• I find all the important parts of the
problem, and I know how they
•
¢
I wnte what l did and whv I did it,
If I use a drawing. I can explain

4
• correctly,
I use the right math words •
go together.
I show a good plan about how I got
all of it in writing.

to show I understand how my answer,

• math works. (Example: I
know when to add or
• I show all of the steps I use to solve
the problem.
subtract.)
I work it out with no mistakes.
• I do the problem, but I make small
• Ithefind most of the important parts of • I write mostly about what I did.
3 mistakes,
♦ problem.
•
$
I write a little about why I did it.
If I use a drawing. I can explain
I show most of the steps I use to solve most of it in writing.
the problem.
♦ I understand a little, but I make a lot ♦ I find some of the important parts of ♦ I write some about what I did or why I
of the did it but not both.
2
• big mistakes.
I only give part of the answer. • Iproblem.
show some of the steps I use to solve
• If I use a drawing. I can explain
some
the problem. of it in writing.

♦ I try to do the problem. but I ♦ I find almost no important parts of the ¢ I write or draw something that
don' t understand it. problem. doesn't go with my answer.
1
• I show almost none of the steps I
use to solve the p
roblem,
• I write an answer that is not clear.

0
• I don't try to answer the
problem.
• I don't show any steps. • I don't explain anything in
writing.
 e A s s « s s m « m t i&u l i e do» i u t l w u t i s « l u s s s lln v 0»l v m e t

V a m m e o f c l a s s m a t e : Claim:

u s c lu s s u t e ' s in v o l v e m e n t i n c l us s n e e « l s t o » b e « v a l u a t e d ls y y o u r el y o u t e ue h e 4 , p l e a s
e v a l u at e h i s / he i n c l a u se b y c o n s i d e r i n g t he t i v e n c ri t e r i a t un e t he i n l i e zt t o s .
i n v o l v e me n t e v a l u a t i o n o f i n v o l v e mn e n t a l o n g w i t h t h e e v a l u a t i o n o f y o u r t e a c h e ro w u i l tl fo r
y o u r c l a s s ma t e p u t » f you 30 o fo» t h i s s u b je c t .
v al e an d is w o e

i t 4 i s · c e l l e d »o«ct 4 t i s f + t o y u l t
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p uu t i i p a t c «urine « t i n y c u r i n£
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s
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t i e s
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l l a l e » a t ive li s te n i ng u n el c ol la b o r a tiv e li s te n i n g a ne l
lis te n in g un e l · p ea l i n s li s te n i n g u n d s p e a k in g
· p e a k i n g skills. sp e a k i n g sk il ls.
skills. s k i l l s+ .
I 5y I y classmate I4y I sy c l a s s m a t e
c l u s s n u t e r ar e l y d i s p l a y s c la s s m a te a lw a y
l h v i « e v e d i s r u p t i v e o c c a s io n a ll y l i p la y
d i s p l a y b e h av i o u r d i s p l ay d is r u p t i v e
l i s p » t i e l u t in g « l s , d is r u p t iv e Pe huvie»us
l e h u v i e » u be h a v io u r luring eluss,
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eI l a s s . l y c lus m t e i sy I sy c l uu r e t er
c l a s s ma te is is u s u a l l y c l u s r u ut e i s i f e V e
a lw a y p r e p ar e d f r ra re ly p r e p ur e ed f » r
p re p ar e d f r c l as s w i t l p r e p uure l f» r c la s s w i t l
c l a s s w i t lr i i t m e n tN i s i n rn e n t
a s s ig n me n t + u l e «gu i se «l c l a miss sw i t l
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r e l p r o» u l ,
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Stu d e nt s l a me u n et i g n u tu r c
ti •