Math Rubric Grading (Draft) 

Score/Synergy Scale: 4 (100%) 3 (84%) 2 (71%) 1 (60%) 0 (50%)

Level Mastery: Thoroughly Meets Meets Standard Approaching Standard Attempted Standard No Attempt Made or
Standard (Mastery Level) related to standard

Level Indicator: Expert ( I can do this Proficient (I can do Emerging/Apprentice Novice (I’m just Spectator (I’m just
correctly alone and I this correctly on my (I can do this if I get starting to learn this looking at the
can explain it to own without help.) help or look at an and I don’t understand material.)
others.) example.) it yet.)

Smarter Balanced: The student has The student has The student has The student has The student has
demonstrated a ​full demonstrated a demonstrated a demonstrated a demonstrated ​merely
and complete reasonable partial ​understanding limited ​understanding an acquaintance ​with
understanding of the understanding of the of the mathematical of the mathematical the topic or provided a
mathematical content mathematical content content and practices content and practices completely incorrect
and practices and practices essential to this task. essential to this task. or uninterpretable
essential to this task. essential to this task. The student’s The student’s response. The
The student has The student has response contains response is student’s response
addressed the task in addressed most of the some of the attributes incomplete and may be associated
a mathematically tasks in a of an appropriate exhibits many errors. with the task, but
sound manner. The mathematically sound response but lacks Although the student’s contains few attributes
response contains manner. The convincing evidence response has of an appropriate
evidence of the response contains that the student fully addressed at least response. There are
student’s competence sufficient evidence of comprehends the one of the conditions significant omissions
in problem-solving, the student’s essential of the task, the or irregularities that
reasoning, and/or competence in mathematical ideas student reached an indicate a lack of
modeling to the full problem-solving, addressed by this inadequate conclusion comprehension in
extent that these reasoning, and/or task. Such deficits and/or demonstrated regard to the
processes apply to modeling, but not include evidence of problem-solving, mathematical content
the specified task. enough evidence to insufficient reasoning, and/or and practices
The response may, demonstrate a full mathematical modeling that was essential to this task.
however, contain understanding of the knowledge; errors in faulty or incomplete No evidence is
minor flaws that do processes he or she fundamental as related to the present that
not detract from a applies to the mathematical specified task. demonstrates the
demonstration of full specified task. The procedures; and other student’s competence
understanding. response may contain omissions or in problem-solving,
errors that can be irregularities that bring reasoning, and/or
attributed to into question the modeling related to
misinterpretation of student’s competence the specified task.
the prompt; errors in problem-solving,
attributed to reasoning, and/or
insufficient, modeling as applied
non-mathematical to the specified task.
knowledge; and errors
attributed to the
careless execution of
mathematical
processes or
algorithms.