Here is an example rubric, in this case a general scoring rubric for open-ended questions…
Sort papers first into three stacks:
- good responses (5 or 6 points),
- adequate responses (3 or 4 points), and
- inadequate responses (1 or 2 points).
Each of those three stacks then can be re-sorted into 2 stacks…
- Good Responses:
- * Exemplary=6 points
Gives a complete response with a clear, coherent, unambiguous, and elegant explanation; includes a clear and simplified diagram; communicates effectively to the identified audience. shows understanding of the open-ended problem’s..ideas and processes; identifies all the important elements of the problem; may include examples and counterexamples; provides strong supporting arguments. - * Competent=5 points
Gives a fairly complete response with reasonably clear explanations; may include an appropriate diagram; communicates effectively to the identified audience; shows understanding of the problem’s..ideas and processes; identifies the most important elements of the problem; presents solid supporting arguments.
- Adequate Responses:
- * Satisfaction=4 but minor flaws
Completes the problem satisfactorily but the explanation may be muddled; argumentation may be incomplete; diagram may be inapropriate or unclear; understands the underlying…ideas and uses them effectively. - * Nearly satisfactory=3 but serious flaws
Begins the problem apropriately but may fail to complete or may omit significant parts of the problem; may fail to show full understanding of ideas and processes; may make major computational errors; may misuse or fail to use correct terms; response may reflect an inappropriate strategy for solving the problem.
- Inadequate Responses:
- * Begins but fails to complete problem=2
Explanation is not understandable; diagram may be unclear; shows no understanding of the problem situation; may make major computational errors; - * Unable to begin effectively=1
Words do not reflect the problem; drawings misrepresent the problem situation copies parts of the problem but without attempting a solution; fails to indicate which information is appropriate to problem. - * No attempt=0.
[Originally published in
Assessment of Authentic Performance in School Mathematics (p. 159)
edited by Richard Lesh and Susan J. Lamon, 1992
ISBN 0-87168-5 ]