EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

Goes Beyond

Task
Accomplished

Substantial
Progress

Some Progress

Little Progress

Asks further questions (e.g. If the numbers were changed, how many solutions would there be?)
Shows own example using similar problem (e.g. Independently changed numbers)
Strategies and progress clearly shown above expected level (e.g. Conversion to decimals & percentages)
Generalisation above expected level
Interpretation and completion of task in more higher order thinking than expected (e.g. Different methods used)
Completed problem correctly (e.g. 8 solutions identified)
Represents the problem in more than one way. (e.g. Multiple representations and solutions)
Finds all possible solutions with adequate justification (e.g. 8 solutions identified and can justify appropriately)
Fluency of process and all steps shown correctly
Clear and correct evidence of strategy used (e.g. Fraction wall, conversion into decimals or tree diagram etc.)
Can comprehend mathematical content language and apply as needed. ( e.g. Identifies the fractions between 4/6 and 4/9)
Accurate representation/diagram (e.g. Correct use of fraction wall or tree diagram etc.)
Successful multiplicative thinking
Some justification of solutions (e.g. Identifies solutions but lacks justification)
Mostly fluent process (e.g. Clear train of ideas leading to answer)
Some generalisation
Accurate representations/diagram (e.g. Fraction wall, tree diagram, table etc.)
Multiplicative thinking is shown but with 1 or more errors (e.g. Fractions chosen and used correctly)
Minimal assistance required with some minor errors made
Relies on trial and error (e.g. Lack of useful representation)
Some fluency of process (e.g. No link between working out and answer)
No generalisation of ideas
Basic understanding of problem (e.g. Can identify some of the fractions to be used)
Reveals misconceptions when converting fractions. (e.g. Lacks the ability to identify the appropriate use of the fractions)
Incomplete/ incoherent representation (e.g. Start of representation only shown or unrelated representation used)
Incorrect diagram/representation
Little or no evidence of strategy used (e.g. No representation)
No fluency of ideas (e.g. Incoherent train of ideas)
No evidence of understanding of key ideas (e.g. Working out with no relation to topic)
No justification (e.g. No reasoning such as no working provided and just an answer given)

NB. A max of 100 words per section will be ample.

EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2015 Assignment 1 Template 3 of 3

Rational Number Open Task Rubric

HINT: To produce a good Rubric start with the major purpose of the task, and consider what task acomplished, substantial progress, some progress and limited progress
might look like. Be specific in your descriptions, including types of solutions that indicate the progress you are describing. Also consider what going beyond may entail with
this task. (Cf. Downton, Knight, Clarke, & Lewis, 2006. Mathematics assessment for learning: Rich tasks & work samples.)