Rubric #1:  Rubric for grading reaction papers

 

pts

SUMMARY

REACTION

TECHNICAL WRITING

4

 

·  evidence of deep reflection to consider the impact or implications of these ideas on the teaching and learning of mathematics

·  there is evidence that you are grappling with these ideas to understand their relevance to you personally

·  there is evidence that the ideas have “stretched your thinking”

 

 

3

·  good understanding of main ideas

·  the summary shows you have synthesized the main ideas

 

·  evidence of reflection to consider the educational impact or implications of these ideas on the teaching and learning of mathematics

·  there is some evidence that you are grappling with these ideas to understand their relevance to you personally

 

·  clear

·  concise

·  logical

·  convincing

·  no technical errors

2

·  fair understanding of main ideas

·  the summary shows some synthesis of the main ideas

 

 

·  evidence of some reflection to consider the  impact or implications of these ideas on the teaching and learning of mathematics

·  awareness of the relevance of these ideas to you personally is minimal

·  clear

·  concise

·  logical

·  convincing

·  only minor technical errors

1

·  an incomplete or superficial understanding of the main ideas

·  the summary is more of a “laundry list” of these ideas

·  an incomplete or superficial consideration of the impact or implications of these ideas on the teaching and learning of mathematics

 

·  not quite clear

·  somewhat rambling

·  logical

·  minor technical errors

0

·  no summary

    OR

·   the summary indicates only a perusal of the reading to glean the main ideas

·  no reflection evident

·  illogical

·  confusing

·  serious or numerous technical errors

 

 

Rubric #2:  Rubric for grading explanations of mathematical ideas

 

5 pts

Demonstrates full understanding.  Explains with appropriate models and mathematical justification.

 

4 pts

Shows basic understanding but does not go beyond minimal explanations. 

 

3 pts

Shows basic understanding with minimal explanations but has minor points missing or unclear.

 

2 pts

Shows gaps in concepts or understanding.  Ideas are not well connected.

 

1 pt

Shows partial understanding.  Explanations are incomplete or unclear.

 

0 pts

Shows little evidence of understanding.

 

Rubric #3: Rubric for grading problems with explanations

 

Your work will be graded on a 5-point scale, with points assigned as follows:

 

 

# OF POINTS

DESCRIPTION

CHARACTERISTICS

5.25 pts

exemplary

· all the characteristics of “advanced” are met

· the work and explanation exceed expectations

· the work could serve as a model for other students

 

5 pts

advanced

· The answer is CORRECT.

· The work addresses the specific question or problem that was posed.  It is focused, detailed, and precise.  Key points are emphasized.  There are no irrelevant or distracting points.

· The work is clear, convincing, logical, and contains no errors.  The explanation includes mathematical justification and convinces a skeptic; it does not require the reader to make a leap of faith.

· Clear, complete sentences are used.  Mathematical terms and symbols are used correctly. 

· Supporting graphs, diagrams, tables, equations, and/or calculations are provided and used effectively in communicating the solution.

· The solution to the problem is clearly articulated.

· The goals of the task have been exceeded.

 

 

4 pts

very good

· The answer is CORRECT

· The work addresses the specific question or problem that was posed.  It is focused, detailed, and precise.  Key points are emphasized.  There are no irrelevant or distracting points.

· The work is clear, convincing, and logical with only minor or inconsequential flaws.

· The explanation includes mathematical justification to support the explanation.

· Clear, complete sentences are used.  Mathematical terms and symbols are used correctly. 

· Supporting graphs, diagrams, tables, equations, and/or calculations are provided and used effectively in communicating the solution.

· The solution to the problem is clearly articulated.

· The goals of the task have been met.

 

 

3 pts

competent

· The answer is CORRECT but the explanation is weak and includes only minimal mathematical justification.  Supporting graphs, diagrams, tables, equations, and/or calculations may be provided but are not used effectively in communicating the solution.

 

OR

 

· The answer is INCORRECT, but the work or the explanation shows good understanding of the task.

 

 

· The goals of the task can be met with minor revisions.

 

2 pts

emerging

· The answer is CORRECT, but the work or the explanation is incomplete or does not support the answer. 

 

OR

 

· The answer is INCORRECT, but the work or the explanation shows some understanding of the task.

 

 

· The goals of the task have not been met.

1 pt

basic

· The answer is INCORRECT.

· The work or explanation is missing or shows no understanding of the task.

· The student needs considerable help to understand the task.

· The goals of the task have not been met.

 

0 pts

no credit

no work submitted or no serious effort shown

 

Rubric #4:  Rubric for assigning participation points

 

10 pts 

·   Student misses no more than 1 class period.

·   Student is well-prepared for class.

·   Student often makes meaningful contributions to class discussions and presentations.

·   Student participates in small group work in a constructive manner.

 

8 pts    

·   Student misses no more than 1 class period.

·   Student is well-prepared for class. 

·   Student occasionally makes meaningful contributions to class discussions and presentations.

·   Student participates in small group work in a constructive manner.

 

6 pts

·   Student misses no more than 1 class period.

And at least two of the following three occur with regularity with the third one occurring occasionally:

·   Student is well-prepared for class.

·   Student makes meaningful contributions to class discussions and presentations.

·   Student participates in small group work in a constructive manner.

 

4 pts 

·   Student misses 2 class periods.

And at least two of the following three occur with regularity with the third one occurring occasionally:

·   Student is well-prepared for class.

·   Student makes meaningful contributions to class discussions and presentations.

·   Student participates in small group work in a constructive manner.

 

2 pts

·   Student misses 2 class periods.

And at least one of the following occurs:

·   Student is rarely prepared for class (see below for evidence of class preparation).

·   Student consistently makes no meaningful contribution to class discussions. 

·   Student consistently makes no meaningful contribution to small group work.

0 pts

At least one of the following occurs:

·   Student misses 3 class periods.

·   Student is rarely prepared for class.

·   Student consistently makes no meaningful contribution to class discussions.  

·   Student consistently makes no meaningful contribution to small group work.

 

 

Evidence that you are prepared for class includes:

·your written efforts on all assigned homework problems

·questions or comments about any problems or reading that was assigned

·participation in a group before class begins to ask questions about and/or provide help with the homework assignment

 

Constructive participation in class discussions and small group work includes:

·asking good questions and/or offering ideas

·responding to the question or idea of another

·sharing important insights

·presenting quality work at the board

·engaging in quality discussion and listening attentively when asked to work in a small group