A: Presentation /4

Coherence
Is logically developed
It is easy to follow
Introduction, body, and conclusion are linked to each other
It meets the aim
Organisation
It has an introduction
The aim is clear and well defined
It has a conclusion
Relevant graphs, tables, and diagrams in the appropriate place
Conciseness
All calculations are relevant
No repetitive calculations, graphs, or descriptions
B: Mathematical communication /4
Mathematical language
Mathematical notation is appropriate. (No computer notation)
Use of symbols is consistent.
Mathematical terminology is used appropriately.
Forms of mathematical representation
Use of multiple forms of mathematical representation (formulae, diagrams, tables,
charts, graphs, models)
Diagrams, tables, charts, graphs labelled.
Methods
Use of deductive method if appropriate
Set out proofs logically if appropriate
C: Personal engagement /3
Show personal engagement
Choosing a topic of personal interest
Thinking independently or creatively
Presenting mathematical ideas in their own way
Making and testing predictions
Exploring the topic different perspectives
Significant
Personal engagement is demonstrated on a few occasions
Outstanding
Authentic personal engagement is demonstrated in numerous instances
Personal engagement is of a high quality
D: Reflection /3
Limited reflection
Simply describing results
Meaningful reflection
Linked to the aim
Commenting on what they have learned
Considering some limitations
Comparing different mathematical approaches
Critical reflection
Considering what next
Discussing implications of results
Discussing strengths and weaknesses of approaches
Considering different perspectives
Substantial evidence
Is the reflection present throughout the exploration
Is only at the end but it is of high quality
E: Use of mathematics /6
1 - Some relevant mathematics is used
No mathematical understanding is demonstrated
The mathematics used is below the level of the course
The mathematics used supports the development of the exploration
2 - Some relevant mathematics is used. Limited understanding is demonstrated
The mathematics used is below the level of the course
Limited mathematical understanding is demonstrated
The mathematics used is commensurate with the level of the course, but no
understanding is demonstrated
3 – Relevant mathematics commensurate with the level of the course is used. Limited
understanding is demonstrated.
The mathematics used is commensurate with the level of the course
Limited reasoning or evidence that understands the mathematics used.
The calculations are not correct.
4 - Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is partially correct. Some knowledge and understanding are demonstrated.
Reach level 3
Some reasoning or evidence that understands the mathematics used.
Illustrate with some examples or practical applications the mathematics used
The calculations are partially correct
5 - Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is mostly correct. Good knowledge and understanding are demonstrated.
Reach level 4
Show clear reasoning or evidence that understands the mathematics used.
Illustrate with some examples or practical applications the mathematics used
Minor errors that do not lead to an unreasonable outcome
6 - Relevant mathematics commensurate with the level of the course is used. The mathematics
explored is correct. Thorough knowledge and understanding are demonstrated.
Reach level 5
Show clear reasoning or evidence that understands the mathematics used
throughout the exploration
Illustrate with some examples or practical applications the mathematics used
throughout the exploration
No errors