Running Head: SYNTHESIZING RUBRIC KNOWLEDGE

Week Four Assignment

Synthesizing Rubric Knowledge

Nermin H. Fialkowski

National University

AAL- 654 Quality Assessment for Student Learning

Doctor Lisa M. Sparaco

February 26th, 2019

SYNTHESIZING RUBRIC KNOWLEDGE 2

Table of Contents
Performance Task ........................................................................................................................... 3
Lights, Candles, Action! ........................................................................................................................... 4
Content: What Learning Will the Task Demonstrate? .................................................................... 5
Target Alignment ...................................................................................................................................... 5
Authenticity .............................................................................................................................................. 7
Choice ....................................................................................................................................................... 8
Interference ............................................................................................................................................... 9
Resources .................................................................................................................................................. 9
Recommended Changes.......................................................................................................................... 10
Information Provided: Are the Directions and Guidance Given Clear and Sufficient?............... 11
Instructions ............................................................................................................................................. 11
Supplemental Information ...................................................................................................................... 11
Time Allowed ......................................................................................................................................... 12
Level of Scaffolding ............................................................................................................................... 12
Conditions ............................................................................................................................................... 13
Help Allowed .......................................................................................................................................... 14
Criteria .................................................................................................................................................... 14
Recommended Changes.......................................................................................................................... 15
Sampling: Is There Enough Evidence? ......................................................................................... 17
Use of Information.................................................................................................................................. 17
Coverage of Target ................................................................................................................................. 18
Recommended Changes.......................................................................................................................... 19
Resources ...................................................................................................................................... 20
SYNTHESIZING RUBRIC KNOWLEDGE 3

Activity: 7.2 Performance Task Evaluation Form

Performance Task

This Performance Task is taken straight from the California Assessment of Student

Performance and Progress (CAASPP) site (California Assessment of Student Performance and

Progress). The CAASPP site houses all of the documents, information, and assessments related

to the Smarter Balanced Assessment Consortium (SBAC). Currently my school site has major

focus on preparing our students for this year’s upcoming SBAC assessment. One way my school

is preparing its students is by exposure; getting students familiar with the online interface,

various question types, and level of cognitive thinking required from the SBAC.

Data from my school site suggests a large discrepancy between students meeting

college/university admission and their SBAC scores. Looking at the 2017-2018 school year,

70% of our students meet the A-G requirements, but only 11% met or exceeded the SBAC

Mathematics Standards. Additionally, more than 60% of all community college students in

California are placed into remedial classes (Shelton & Brown, 2010). This high rate of

remediation suggests that there is a widespread lack of college preparation among recent high

school graduates. Although students are underperforming in standardized tests, it does not mean

they are not successful in their high school career. Students are still meeting the minimum

course requirements for university admission but are placed into remedial classes. Currently, my

school site is trying to identify and resolve the epidemic of this misalignment between college

admission and college and career readiness, which is determined by SBAC results.
SYNTHESIZING RUBRIC KNOWLEDGE 4

Lights, Candles, Action!

High School Mathematics High School Mathematics

Lights, Candles, Action! Performance Task Lights, Candles, Action! Performance Task

Lights, Candles, Action! 1

Your friend Abbie is making a movie. She is filming a fancy dinner scene and Candles A and B are lit at the same time. What will be the height, in cm, of
she has two types of candles on the table. She wants to determine how long each candle after 3 hours of burning?
the candles will last.

She takes a picture, lights the candles, and then lets them burn for 1 hour.
She then takes a second picture. You can assume that each candle burns at Candle Type A:
its own constant rate.

Candle Type B:

Candles of each type were lit at the same time. Abbie thinks that since Candle
Type A burns more quickly than Candle Type B, that it will burn out (have a
height of 0 cm) first.

Julie thinks that since Candle Type B starts out much shorter than Candle
Type A, it will be the candle to burn out first.

Which candle will burn out first? Give a mathematical explanation to convince
Abbie and Julie of your solution. Clearly identify the quantities involved.

Candle Type A initial height = 20 cm

Candle Type B initial height = 10 cm
3
Candle Type A height after burning for 1 hour = 16 cm
Candle Type B height after burning for 1 hour = 9 cm Abbie has 3 hours left to film. She lights a new Candle Type A and Candle
Type B and then starts filming.
You will use this information to help Abbie think about the candles she might
use for her film. In the 3 hours she has left, will Abbie capture the moment when the candles
are exactly the same height?

Explain to Abbie how you can determine the answer.

Smarter Balanced Mathematics High School Scoring Guide 2

Smarter Balanced Mathematics High School Scoring Guide 3
SYNTHESIZING RUBRIC KNOWLEDGE 5

High School Mathematics High School Mathematics

Lights, Candles, Action! Performance Task Lights, Candles, Action! Performance Task

4 6

You have decided to use functions to help Abbie think about the candles. For her next film, Abbie wants candles that will burn for exactly 8 hours. You
want to give her a choice by designing two different candles (Type C and Type
You show her how to represent the height of a candle, h, as a function of D).
time, t, using this equation:
Using the equation h = k + nt, determine two different pairs of values for k
h = k + nt and n that will meet the requirement to burn down to a height of 0 cm in
exactly 8 hours.
First, explain to Abbie what k and n represent in order to model the different
Complete the table to show two possible sets of values for k and n for your
candles. Be specific in your explanation.
new candle designs.

k n

Candle Type C
5
Candle Type D
Now, choose either Candle A or Candle B to create an equation that will tell
Abbie the height of the candle at t hours after it is lit.

Determine what the numerical values for k and n should be for the candle you
chose.

Using these k and n values, write an equation that tells Abbie the height h of
the candle, in cm, at t hours after it is lit.

Smarter Balanced Mathematics High School Scoring Guide 5

Smarter Balanced Mathematics High School Scoring Guide 4
Content: What Learning Will the Task Demonstrate?

Target Alignment

The target audience for this Performance Task is 11th grade high school students. Even

though the task is for students in the 11th grade, some of the Common Core State Standards

associated with this task include lower grade levels.

Grade 6
Ratios and Proportional Relationships (6.RP)
Understand Ratio Concepts and Use Ratio Reasoning to Solve Problems
3. Use ratio and rate reasoning to solve real-world and mathematical
problems, e.g., by reasoning about tables of equivalent ratios, tape
diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with
whole- number measurements, find missing values in the
tables, and plot the pairs of values on the coordinate plane.
Use tables to compare ratios.
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Grade 7
Expressions and Equations (7.EE)
Solve Real-Life and Mathematical Problems Using Numerical and Algebraic Expressions
and Equations
4. Use variables to represent quantities in a real-world or mathematical
problem, construct simple equations and inequalities to solve problems
by reasoning about the quantities.
a. Solve word problems leading to equations of the form
𝑝𝑥 + 𝑞 = 𝑟 and 𝑝(𝑥 + 𝑞) = 𝑟, where 𝑝, 𝑞, and 𝑟 are specific
rational numbers. Solve equations of these forms fluently.
Compare an algebraic solution to an arithmetic solution,
identifying the sequence of the operations used in each
approach.
Grade 8
Expressions and Equations (8.EE)
Analyze and solve linear equations and pairs of simultaneous linear equations
8. Analyze and solve pairs of simultaneous linear equations
a. Understand that solutions to a system of two linear equations
in two variables correspond to points of intersection of their
graphs, because points of intersection satisfy both equations
simultaneously.

Functions
Linear, Quadratic, and Exponential Models (F-LE)
Interpret Expression for Functions in Terms of the Situation They Model
5. Interpret the parameter in a linear or exponential function in terms of a
context.

Claims and Targets of CAASPP (California Assessment of Student Performance and Progress)
Claim: A statement derived from evidence about college and career readiness
Target: A statement that bridges the content standards and the assessment evidence that supports
the claim.
Claims Targets
2. Problem Solving A. Apply mathematics to solve well posed problems in
pure mathematics and those arising in everyday life,
society, and the workplace.
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D. Identify important quantities in a practical situation

and map their relationship.
3. Communicating Reasoning B. Construct, autonomously, 12 chains of reasoning that
will justify or refute propositions or conjectures.
4. Modeling and Data E. Analyze the adequacy of and make improvements to
Analysis Targets an existing model or develop a mathematical model of
a real phenomenon.

Standards of Mathematical Practice of CCSS (Standards for Mathematical Practice)

“The Standards for Mathematical Practice describe varieties of expertise that mathematics

educators at all levels should seek to develop in their students. These practices rest on important

‘processes and proficiencies’ with longstanding importance in mathematics education”

(Standards for Mathematical Practice). The Standards for Mathematical Practice Associtated

with this Task are:

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively
3. Construct viable arguments and critique the reasoning of others
4. Model with Mathematics

Authenticity

Authenticity refers to providing students with a realistic context. The context of this

Performance Task models an application of what mathematics outside of the class would entail.

This Task helps students see a connection between what they are learning and how it can be

applied to their everyday lives (Chappuis, Striggins, Chappuis, & Arter, 2012).

Before students can reason and think critically about the content, there must be a

connection to the topic. And in order for students to connect with the content, there first has to
SYNTHESIZING RUBRIC KNOWLEDGE 8

be a personal connection. Through the lens of Progressivism students need be an active part of

their education, which means incorporating students’ needs, experiences, and interests

(Study.com). A key component to creating engaging lessons is making content relevant to

students. “’One of the best ways for students to deepen their learning about a particular concept

or process is for them to see how it relates to their lives’ (Erwin, 2004, 90). If you want students

to remember what you teach, make it relevant (Jensen, 1995, 110)” (Sullo, 2013, p. 131).

Additionally, the task uses a scenario and real-life situation that all students can relate to.

Although the task scenario is about Abbie making a movie, in which many students may not

know about the logistics of filming such as: editing, sound, and directing, the task itself is about

candles burning, and whether the candles will be lit during the filming of Abbie’s movie. By

focusing the task on candles, instead of filming, the task eliminates cultural and linguistic

background needed to be successful for this Task (Chappuis, Striggins, Chappuis, & Arter,

2012).

Choice

Students have a choice in demonstrating their knowledge and competence of interpreting

expression for linear functions in terms of the situation they model during Question 5 and

Question 6. Both questions allow students to “provide evidence of achievement on the same

learning targets at the same level of difficultly” (Chappuis, Striggins, Chappuis, & Arter, 2012,

p. 212). Since these questions are highly aligned with the learning targets of the task, the results

produce autonomy between the students (Frey & Fisher, 2011).

SYNTHESIZING RUBRIC KNOWLEDGE 9

In Question 5, students determine the numerical values needed to model the height (ℎ) of

a specific candle, for 𝑡 hours after it has been lit, and then write its equation. Given the Task,

students can choose either Candle A or Candle B to be modeled as an equation.

During Question 6, students are to design two new candles for Abbie to use during the

filming of her movie. The requirements of these new candles are that they burn for exactly eight

hours. Students are to determine two different pairs of values for initial height and burn rate,

such that each candle will reach a height of zero at exactly eight hours.

Interference

Students will use related skills necessary to complete this Task. Students will use

background knowledge on linear functions, such as constant rate of change, and slope-intercept

form.

Additionally, the Task includes a scenario and real-life situation that all students can

relate to. Although the task scenario is about Abbie making a movie, in which many students

may not know about the logistics of filming such as: editing, sound, and directing, the task itself

is about candles burning, and whether the candles will be lit during the filming of Abbie’s movie.

By focusing the task on candles, instead of filming, the task eliminates cultural and linguistic

background needed to be successful for this task (Chappuis, Striggins, Chappuis, & Arter, 2012).

Resources

All resources for this Task are included. The Task itself includes all of the necessary

information needed for students to be successful. Being provided with the CAASPP interface
SYNTHESIZING RUBRIC KNOWLEDGE 10

online, students have access to a scientific/graphing calculator. Additionally, students have the

ability to highlight and cross-out text and flag questions for review before submission.

Recommended Changes

For the Task as a whole, I would not make any major changes. The fact that the Task

itself is called a Performance Task, asks students to perform or demonstrate their knowledge,

understanding and proficiency (McTighe, n.d). A “performance task yield[s] a tangible product

and/or performance that serve[s] as evidence of learning…a performance task presents a

situation that calls for learners to apply their learning in context” (McTighe, n.d.). Each question

in the Performance Task is highly aligned with a specific learning target, which creates a

coherent, purposeful, and balanced Task.

What I might add to the Performance Task is a description of what students are expected

to complete/demonstrate, at the beginning of the Task. The content coverage in this Task has a

focus on solving real-life math problems that use numerical and algebraic expressions and

equations. While also having students interpret those expressions and equations to understand

the situation that they model. I would like to include all of the Standard’s subheadings that are

related to the Task:

• Understand Ratio Concepts and Use Ratio Reasoning to Solve Problems

• Solve Real-Life and Mathematical Problems Using Numerical and Algebraic Expressions
and Equations
• Analyze and solve linear equations and pairs of simultaneous linear equations
• Interpret Expression for Functions in Terms of the Situation They Model

In doing so, I am essentially describing the criteria in which students’ ability will be assessed.

Through this description, the characteristics of the learning targets are communicated, instead of

communicating the characteristics of the Task (Brookhart, 2013). “Such criteria support[s]
SYNTHESIZING RUBRIC KNOWLEDGE 11

learning because they describe qualities that you and the students should look for as evidence of

students’ learning (Brookhart, 2013, p. 24).

Information Provided: Are the Directions and Guidance Given Clear and Sufficient?

Instructions

For the Task to be successful, students must know what content and knowledge

information is needed in order for them to be successful. “Therefore, it is important to include in

the task a statement of the knowledge to be applied” (Chappuis, Striggins, Chappuis, & Arter,

2012, p. 213). Currently, the Task only states that students will use the information provided in

the Task to help Abbie think about the candles she might use for her film. Although the Task

scenario is concise and straightforward, it makes no claim as to the type of knowledge that

students will be demonstrating. The Task has a focus on solving real-life math problems that use

numerical and algebraic expressions and equations. While also having students interpret those

expressions and equations to understand the situation that they model. As noted above, I would

change the Task to include all of the Standards associated with this Task, as a general cue to the

knowledge that students will apply during the Task. In doing so, I will be incorporating three

dimensions: 1- Setting the context; 2- Describing the reasoning of the task; and 3- Point to the

way of an appropriate response (Chappuis, Striggins, Chappuis, & Arter, 2012).

Supplemental Information

There will be no additional supplementary teaching materials or information provided to

students. This Performance Task models the conditions in which students will be taking the
SYNTHESIZING RUBRIC KNOWLEDGE 12

SBAC, therefore all resources and tools (i.e., graphing calculators) needed to complete the Task

are already presented to the students.

Time Allowed

Ideally, the Task itself should not exceed one class period of 60 minutes. This would be

an average of 10 minutes per question. But I do need to account for additional time needed for

students to log-in and access the Performance Task online through the CAASPP system.

Sometimes this process can take between 5-10 minutes. Therefore, a timeline from start to

finish, students will have 75 minutes to complete the Task, that would be divided up into two

days, if needed.

Level of Scaffolding

In terms of levels of scaffolding, Chappuis, Striggins, Chappuis, and Arter (2012) state

that “the information in the task should be sufficient to let students know what they are to do

without giving so much information that the task will no longer measure level of mastery of the

intended learning target. The task should point the way to success without doing the thinking for

the students” (p. 212). Because this Performance Task will model the conditions in which

students will be taking the SBAC, additional materials needed to complete the Task are already

presented to the students. There will also be little outside help provided to students, as a way to

keep the accountability on the students, where they do the thinking.

The questions themselves are already scaffolded, in terms of the cognitive demands

required from the students. The questions in the Task build off themselves. For example, in

Question 1, students are to compute the height of each candle after three hours. But then in
SYNTHESIZING RUBRIC KNOWLEDGE 13

Question 2, students are to determine which candle will reach a height of zero first. Students can

use the same thought process as they did in Question 1 for Question 2, by applying the same

burn rate per candle to determine a height of zero. Also, Question 4 is a setup for Question 5. In

Question 4, students are to explain the representation of two variables (𝑘 and 𝑛) provided the

linear function (ℎ = 𝑘 + 𝑛𝑡) to represent the height, ℎ, of a candle as a function of time, 𝑡. Then

in Question 5, students select a candle, either A or B, and determine the numerical values for 𝑘

and 𝑛 so that they can write a linear equation (ℎ = 𝑘 + 𝑛𝑡) that models the height, ℎ, of a candle

as a function of time, 𝑡. Then lastly, in Question 6, students determine two different pairs of

values for 𝑘 and 𝑛 that will allow for a candle to burn for eight hours (reach a height of zero in

exactly eight hours). The scaffolding order of the questions points to the way of success without

doing the thinking for the students (Chappuis, Striggins, Chappuis, & Arter, 2012).

Conditions

The physical conditions of this Task are that students are to take the Performance Task

online using the CAASPP system. Students will complete the Task in class with their district

provided laptops. The expectation is for students to complete the Task during one class period

(60 minutes) but considering time for of logging-in and actually beginning the Task, students

may need some additional time the following day. The Task itself, accounting for the log-in

process, should not exceed 75 minutes.

The academic conditions of the Task models that of the real SBAC conditions,

identifying students’ college and career readiness. Students’ performance on the Task

demonstrates their critical thinking and problem-solving skills needed for success. Data
SYNTHESIZING RUBRIC KNOWLEDGE 14

collected from this Task will serve as a formative assessment in which results can be used to

improve teaching and learning (Smarter Balanced Assessment Consortium).

Help Allowed

This Performance Task will model the conditions in which students will be taking the

SBAC. It is important that the assessment “assess each student’s level of achievement and no

one else’s (Chappuis, Striggins, Chappuis, & Arter, 2012, p. 215). Therefore, very little outside

help will be provided to students. As a teacher, the only assistance I can provide to students is to

reread the question and clarify the expectations of the question. There is a priority in getting

students to complete the Task within the first day, so that students may not get any additional

outside help if they are to resume the following day. The Task will explicitly state as a

requirement that students are to receive no additional outside help if they are to continue the

Task the following day; to keep the validity of the Task intact.

Criteria

Criteria implies the focus of the Task, they are the elements of quality that will be

assessed. The criteria of the Task should characterize the learning outcomes, rather than the

Task itself. “Such criteria support[s] learning because they describe qualities that you and the

students should look for as evidence of students’ learning (Brookhart, 2013, p. 24).

Additionally, the criteria must be definable and observable.

Questions #2, 3, 4 are short response questions composed of their own General Rubric

(The 2-Point Short Text Items Rubric). The criteria assessed in these questions include

(California Assessment of Student Performance and Progress):

SYNTHESIZING RUBRIC KNOWLEDGE 15

• Students’ understanding of mathematical content and practices

• Students address the question in a mathematically sound manner
• Students’ response contains evidence of competence in problem-solving, reasoning,
and/or modeling

Ultimately, the criteria for this Task is to have students demonstrate their knowledge and

understanding of solving real-life math problems that use numerical and algebraic expressions

and equations. Students will also be able to interpret those expressions and equations to

understand the situation that they model.

Recommended Changes

There is one change that I would like to make in regard to scaffolding, that effects three

questions within the Task. I would change the arrangement and variables of the linear function used

in Questions #4, 5, 6. Currently these Questions include the linear function of ℎ = 𝑘 + 𝑛𝑡. This

equation models the situation of a candle’s height as it burns. The equation identifies ℎ and 𝑡 of the

situation, by modeling the height of the candle, ℎ, as a function of time, 𝑡.

Although my students are familiar with linear functions, they are more comfortable with

linear functions presented in slope-intercept form (𝑦 = 𝑚𝑥 + 𝑏), where 𝑏 is identified as the y-

intercept (starting value) and 𝑚 is the slope (growth). As a compromise, I would include the linear

function to be ℎ = 𝑚𝑡 + 𝑏, so that the variables ℎ and 𝑡 still match the context of the question.

Hence, when students arrive to Questions #4, 5, 6, where they need to explain what 𝑘 and 𝑛

represent and identify different sets of pairs, they will more success in identify their representation

and value as starting value (𝑏) and growth (𝑚). In doing so, I will also be able to eliminate any

responses to “Is this what you want?” and “I don’t get it.” This change will remind students of the

knowledge they are to use in answering the question (Chappuis, Striggins, Chappuis, & Arter, 2012).

It is important that the task give students all of the information that they need and remind them of the
SYNTHESIZING RUBRIC KNOWLEDGE 16

knowledge that they are to use when completing the task. Otherwise, when the task provides

students with only partial or incomplete content information, students conclude that because they do

not understand what to do, they are incompetent (Chappuis, Striggins, Chappuis, & Arter, 2012).

They type of negative experience can have a lasting effect on student’s confidence and belief that

they can succeed.

Another change I would make to the Task, so that students can be reminded of the knowledge

that they need to complete the task, is to provide them with the 2-Point Short Text Items Rubric

(California Assessment of Student Performance and Progress) that is used to grade their responses

for Questions #2, 3, 4. It is important to present students with this rubric since “the purpose of the

task is to elicit the correct demonstration or artifact from the student so that it can be assessed by the

rubric” (Chappuis, Striggins, Chappuis, & Arter, 2012, p. 210). The purpose of the rubric is then to

assess students’ performance. The rubric describes levels of performance, instead of judging it

(Brookhart, 2013). The rubric, along with the Task then gives students the opportunity to

demonstrate their learning of the indicated learning targets. The 2-Point Short Text Items Rubric

represents a General Rubric, since the same rubric generalizes student responses for different

questions. Reasons as to why I would what to share this rubric with students during the Task is to

help students plan and monitor their work. Using this General Rubric which describes performance

levels support students on focusing on the learning targets. It also clarifies how to approach each of

the questions (Brookhart, 2013).

SYNTHESIZING RUBRIC KNOWLEDGE 17

High School Mathematics

Lights, Candles, Action! Performance Task
Smarter Balanced Mathematics General Rubric for 2-Point Items

Score Description

The student has demonstrated a full and complete understanding of all

mathematical content and practices essential to this task. The student has
addressed the task in a mathematically sound manner. The response contains
2 evidence of the student’s competence in problem solving, reasoning, and/or
modeling to the full extent that these processes apply to the specified task. The
response may, however, contain minor flaws that do not detract from a
demonstration of full understanding.

The student has demonstrated a partial understanding of the mathematical content

and practices essential to this task. The student’s response contains some of the
attributes of an appropriate response but lacks convincing evidence that the student
fully comprehends the essential mathematical ideas addressed by this task. Such
1
deficits include evidence of insufficient mathematical knowledge; errors in
fundamental mathematical procedures; and other omissions or irregularities that
bring into question the student’s competence in problem solving, reasoning, and/or
modeling related to the specified task.

The student has demonstrated merely an acquaintance with the topic, or provided a
completely incorrect or uninterpretable response. The student’s response may be
associated with the task, but contains few attributes of an appropriate response.
0 There are significant omissions or irregularities that indicate a lack of comprehension
in regard to the mathematical content and practices essential to this task. No
evidence is present that demonstrates the student’s competence in problem solving,
reasoning, and/or modeling related to the specified task.

Lastly, one small change that I would include in the Task is to make Question 3 more

clear. Currently, the question states that Abbie lights a new Candle A and Candle B. It can be

misinterpreted that Abbie only lights a new Candle A, and not Candle B. I would edit Question

3 to clearly state that Abbie lights a new Candle A and a new Candle B.
Smarter Balanced Mathematics High School Scoring Guide 20

Sampling: Is There Enough Evidence?

Use of Information

The last process of selecting, revising, or developing a task, is checking sample size.

“The task should offer enough evidence to satisfy its intended purpose and to adequality

represent the breadth of the learning target” (Chappuis, Striggins, Chappuis, & Arter, 2012, p.

216).

Because this Performance Task includes a great balance of breadth, it will be able to

provide enough evidence and information of the Task’s indented use. The assessment of the
SYNTHESIZING RUBRIC KNOWLEDGE 18

Task will be able to provide evidence on student learning which acts as a guide for furthering

instruction.

This Task does an excellent job of assessing all of the learning targets from above.

Therefore, only this singular task is needed to assess the learning targets. Based on assessment

data for guiding instruction, this Task can be repeated; as a way to provide students with the

opportunity to demonstrate their learning. This Task serves as a formative assessment, which

has the focus on students’ progression of learning.

This Task was deliberately chosen with the purpose of exposing and preparing my

students for the SBAC. With students’ data results, I can better guide my instruction in

familiarizing students with the SBAC’s various question types and cognitive thinking demands.

Coverage of Target

This specific Performance Task includes a great balance of breadth. The content

coverage in this Task has a focus on solving real-life math problems that use numerical and

algebraic expressions and equations. Additionally, students also interpret those expressions and

equations to understand the situation that they model.

All six questions vary in type and difficultly. Below is the purpose and rationale for each

individual question; this information is provided by the SBAC Scoring Guide, in addition to

which standard they are aligned to (California Assessment of Student Performance and

Progress).

Question #1: Assess whether students understand the context and information given, and
if they can identify and infer relevant quantities from the Task, as well as perform routine
calculations (6.RP.A.3).
Question #2: Assess students’ arguments; they are to create a viable argument. Students
are to use mathematics to justify a claim, while attending to correct parameters of the
situation (7.EE.B.4).
SYNTHESIZING RUBRIC KNOWLEDGE 19

Question #3: Provides students with the opportunity to engage with meaningful context.
By requiring students to explain their solution method, instead of being provided with a
method, creates more access and opportunities for students to problem solve, while
increasing their depth of knowledge (8.EE.C.8).
Question #4: Assess students’ ability to critically think about quantities in a real-world
context, while interpreting their meaning in symbolic representation (F-LE.B.5).
Question #5: Assess students’ ability to understand that a function is dependent on two
parameters. Focus on mathematical modeling over problem solving (8.F.B).
Question #6: Assess students’ understanding that a function is dependent on two
parameters but must include a constraint as well. Focus on mathematical modeling over
problem solving (F-LE.5.B).

Data collected from this Task will provide enough evidence to identify whether students

have met the learning targets or not.

Recommended Changes

I would not make any additional changes in regard to the sampling of this Task. What I

will do though is provide students with another opportunity to complete a Performance Task that

models the SBAC.

SYNTHESIZING RUBRIC KNOWLEDGE 20

Resources

Brookhart, S.M., (2013). How to Create and Use Rubrics for Formative Assessment and

Grading. Alexandria, VA: Association for Supervision & Curriculum Development.

California Assessment of Student Performance and Progress. Retrieved from:

http://www.caaspp.org

Chappuis, J., Striggins, R., Chappuis, S. & Arter, J. (2012). Classroom Assessment for Student

Learning: Doing it Right- Doing it Well (2nd ed.). Boston, MA: Pearson Education, Inc.

Frey, N., & Fisher, D. (2011). The Formative Assessment Action Plan: Practice Steps to More

Successful Teaching and Learning. Alexandria, VA: Association for Supervision &

Curriculum Development.

McTighe, J. (n.d.). What is a Performance Task? Defined STEM. Retrieved from:

https://www.definedstem.com/blog/what-is-a-performance-task/

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