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Mathematics General Rubrics

The document describes Smarter Balanced general scoring rubrics for mathematics assessments with 1, 2, 3, or 4 point items. The rubrics define the level of understanding demonstrated by students at each score point based on the completeness, accuracy, and mathematical soundness of their responses. Higher scores represent fuller understanding evidenced through problem solving, reasoning, and modeling as applied to the given task. Lower scores indicate partial or limited understanding with deficiencies in mathematical knowledge or application.

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99 views

Mathematics General Rubrics

The document describes Smarter Balanced general scoring rubrics for mathematics assessments with 1, 2, 3, or 4 point items. The rubrics define the level of understanding demonstrated by students at each score point based on the completeness, accuracy, and mathematical soundness of their responses. Higher scores represent fuller understanding evidenced through problem solving, reasoning, and modeling as applied to the given task. Lower scores indicate partial or limited understanding with deficiencies in mathematical knowledge or application.

Uploaded by

jonathan labajo
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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General Scoring Rubrics

Mathematics

Smarter Balanced Mathematics General Rubric for 4-Point Items

Score Description
The student has demonstrated a full and complete understanding of the
mathematical content and practices essential to this task. The student has
addressed the task in a mathematically sound manner. The response contains
4 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 reasonable understanding of the mathematical


content and practices essential to this task. The student has addressed most of the
task in a mathematically sound manner. The response contains sufficient evidence
of the student’s competence in problem solving, reasoning, and/or modeling, but not
3 enough evidence to demonstrate a full understanding of the processes he or she
applies to the specified task. The response may contain errors that can be attributed
to misinterpretation of the prompt; errors attributed to insufficient, non-mathematical
knowledge; and errors attributed to careless execution of mathematical processes or
algorithms.

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
2
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 as applied to the specified task.

The student has demonstrated a limited understanding of the mathematical content


and practices essential to this task. The student’s response is incomplete and
exhibits many errors. Although the student’s response has addressed at least one of
1
the conditions of the task, the student reached an inadequate conclusion and/or
demonstrated problem solving, reasoning, and/or modeling that was faulty or
incomplete as 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.

Smarter Balanced Mathematics General Scoring Rubrics 1


General Scoring Rubrics
Mathematics

Smarter Balanced Mathematics General Rubric for 3-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
3 evidence of the student’s competence in problem solving, reasoning, and/or
modeling to the full extent that these processes relate 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 reasonable understanding of the mathematical


content and practices essential to this task. The student has addressed most of the
task in a mathematically sound manner. The response contains sufficient evidence
of the student’s competence in problem solving, reasoning, and/or modeling, but not
2 enough evidence to demonstrate a full understanding of the processes he or she
applies to the specified task. The response may contain errors that can be attributed
to misinterpretation of the prompt; errors attributed to insufficient, non-mathematical
knowledge; and errors attributed to careless execution of mathematical processes or
algorithms.

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.

Smarter Balanced Mathematics General Scoring Rubrics 2


General Scoring Rubrics
Mathematics

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.

Smarter Balanced Mathematics General Rubric for 1-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
1 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 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.

Smarter Balanced Mathematics General Scoring Rubrics 3

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