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Rubrik Problem Solving

This document outlines a rubric for assessing students' problem-solving skills based on George Polya's four stages of problem-solving: 1) understanding the problem, 2) devising a plan or strategy, 3) carrying out the plan, and 4) looking back. It evaluates students on a scale of 1 to 4 on their ability to define the problem, develop a strategy, execute their plan, and verify their solution. The highest levels involve considering multiple approaches, reflecting on the solution, and adapting their strategy if needed.

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Dicky Joe
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338 views

Rubrik Problem Solving

This document outlines a rubric for assessing students' problem-solving skills based on George Polya's four stages of problem-solving: 1) understanding the problem, 2) devising a plan or strategy, 3) carrying out the plan, and 4) looking back. It evaluates students on a scale of 1 to 4 on their ability to define the problem, develop a strategy, execute their plan, and verify their solution. The highest levels involve considering multiple approaches, reflecting on the solution, and adapting their strategy if needed.

Uploaded by

Dicky Joe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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A rubric for problem-solving strategies based upon Polyas stages

Define and
understand the
Problem
Extracting and
assimilating
information,
determines the
goal of the
problem, and
introduces suitable
notations when
needed.
Devising a plan
or strategy to
solve the
problem
Making a general
plan and selecting
relevant methods,
heuristics that
might be useful for
solving the
problem based on
the understanding
of the problem

4
Shows clear
understanding of
problem and identifies
specific factors that
influence the approach
to a problem before
solving.

3
Shows clear
understanding of the
problem and identifies
many specific factors
that influence the
approach to a problem
before solving.

2
Shows partially
developed
understanding of the
problem and indentifies
a few specific factors
that influence the
approach to a problem
before solving.
A level 4 students
At level 3 a student can At level 2 a student
should be proficient in all clearly identify all
should understand the
previous levels and can
variables required and
variables and/or
reformulate the problem separate these from any information required
if called upon to do so.
extraneous information. and use suitable
notation
At level 4 a student can
At level 3 a student can At level 2 a student can
recognize or classify the begin to think about
identify a viable
structure of the problem. more than one method
strategy especially
They can consider one
of solution. They can
when keywords are
or more strategies,
identify a plan based
provided and plan is
coordinate several
upon structural aspects straightforward.
processes into a
of the problem not just
strategy. They would
keywords and phrases
Student rarely
demonstrate the ability
but not always with
recognizes the need for
to invert a process to
accuracy.
multiple solutions
form a plan and clearly
however, they can
articulate their decision
They would be able to
sometimes do so when
making process (in
coordinate two
prompted or when clear
words or algebraic
processes into a
their solution is not
formula).
strategy and articulate
appropriate.
essential components of
their strategy.

1
Shows limited
understanding of the
problem and broader
context.
At level 1 a student
should know what
the problem asks
them to find i.e. the
goal.

At level 1 a student
will select a strategy
without regard to fit.
Typically based
upon superficial
phrases or keywords
in the problem.
Student does not
have ability to
consider new
strategies even if
theirs is clearly not
appropriate.

Carry out or
execute the
the plan

Generate a
solution

Looking back reflection stage

Is solution
correct?
What to do if
solution is not
correct?

At level 4 a student can


recognize the need for
multiple paths to carry
out the plan. Reasoning
or thought is fully
developed. They can
implement plans with
several processes or
steps (including inverse
processes) and identify
accurately at least one
correct or workable
(frequently creative)
solution(s).
At level 4 a student
Always analyzes or
synthesizes results from
a wide range of
perspectives. They can
always apply
background or context
knowledge of the
problem when
considering
appropriateness of the
solution(s). They include
reasoning behind the
evaluation of each
options. They can reflect
upon solutions to make
adjustments in and
provide insights about
their plan.

At level 3 a student
frequently recognizes
the need for multiple
paths to carry out the
plan. Reasoning or
thought in carrying out
the plan is well
developed. They can
implement plans with
limited number of
processes or steps and
state one or more
accurate potential
solution(s).
At level 3 a student
frequently analyzes or
synthesizes results from
more than one
perspective. They
frequently apply
background or context
knowledge of the
problem when
considering solutions.
They include reasoning
behind the evaluation of
most options, and
identify one
correct/workable
solution. Incorrect
solutions lead to
reflection and
adjustments in planning.

At level 2 a student
does not demonstrate
well developed thought
or reasoning in carrying
out the plan.
Sometimes they
recognize the need for
multiple paths to carry
out the plan especially
if first attempt fails but
they do so with limited
proficiency.

At level 1 a student
demonstrates
minimal thought or
reasoning in carrying
out the plan. States
at most one,
frequently incorrect
solution. Student
does not recognize
multiple paths to
carry out the plan
even when solution
appears incorrect.

At level 2 a student
sometime analyzes or
synthesizes results.
They sometimes apply
background or context
knowledge of the
problem when
considering solutions.
They identify partially
correct solutions with
some reasoning and
limited ability to check
their answer and if they
do so are unable to
make adjustments in
their planning or
execution stages.

At level 1 a student
does not analyze or
synthesize results.
They rarely apply
background or
context knowledge
of the problem when
considering
solutions. They
identify unworkable
solutions with little
reasoning.
They rarely check
their solution.

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