Performance Task General Rubric

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.