Understanding Planning and Execution Communication Persistence
• Shows complete • Uses only the important • There is a clear, effective explanation • Works hard on the task understanding of the required elements of the task. of the solution. All steps are included and doesn’t need much mathematical/scientific • Uses an appropriate and so the reader does not have to infer help. knowledge. complete strategy for solving the how the task was completed. • Student may extend his 4 • The solution completely problem. • Mathematical/scientific representation thinking beyond the addresses all • Uses only relevant information. is actively used as a means of problem and make new mathematical/scientific communicating ideas. connections or create • Uses clear and effective components presented in the • There is precise and appropriate new problems. task. diagrams, tables, charts and graphs. mathematical/scientific terminology and notation. • Shows nearly complete • Uses most of the important • There is a clear explanation. • Works hard on the task understanding of required elements of the task. • There is appropriate use of accurate and only gets help after mathematical/scientific • Uses an appropriate but mathematical/scientific having tried many 3 knowledge. incomplete strategy for solving representation. strategies given • The solution addresses the problem. throughout. • There is effective use of almost all of the • Uses most of the relevant data. mathematical/ scientific terminology • Completes task, mathematical/scientific • Appropriate but incomplete use and notation. working dutifully at the components presented in the of diagrams, tables, charts and harder parts also. task. There may be minor graphs. errors. • Shows some understanding • Uses some important elements • There is an incomplete explanation; it • Can do simple parts of of the required mathematical/ of the task. may not be clearly represented. the problem with little scientific knowledge • Uses an inappropriate strategy • There is some use of appropriate help. 2 • The solution addresses some, or application of strategy is mathematical/scientific • Starts working on the but not all the mathematical/ unclear. representation. harder parts, but unless scientific components • Uses some relevant data. • There is some use of mathematical/ there is help, gives up. presented in the task. • Limited use or misuse of scientific notation appropriate to the diagrams, tables, charts, and task. graphs. Performance Task General Rubric • Shows limited or no • Uses none of the important • There is no explanation of the • Needs help, even for the understanding of the problem, elements of the task. solution. The explanation cannot be very simple tasks. perhaps only re-copying the • Works haphazardly with no understood, or is unrelated to the • Gives up quickly, often 1 given data. particular strategy for solving the task. just wanting someone to • The solution addresses none problem. • There is no use or inappropriate use give the answer. of the mathematical/scientific • Uses irrelevant data. of mathematical/scientific components required to solve • Does not show use of diagrams, representations. the task. tables, charts or graphs. • There is no use, or mostly inappropriate use, of mathematical/scientific terminology and notation.