5-7 Scoring Criteria for Mathematics: Short Answer and Extended Respon - PDF document

5-7 Scoring Criteria for Mathematics: Short Answer and Extended Response General scoring criteria for short-answer mathematical concepts and procedure items 2 points- Student's response shows complete understanding of the concept or task, as well as consistent and correct use of applicable information or procedures. Setup and computations are accurate. 1 point--Student's response shows partial understanding of the concept or task. There may be minor errors in the use of applicable information or procedures. Setup or computations may have minor errors. 0 points-Student's response shows very little or no understanding of the concept or task; or the prompt may simply be recopied, or the response may indicate "I don't (know" or a question mark (?). 1 General scoring criteria for short-answei.solving problems items 2 points--Student's response shows thorough investigation, clear understanding of the problem, or an eff&tive.and viable solution. I 1 point--Student's response shows partial investigation andlor understanding of the problem, or a pattidy complete or pattially accurate solution. 0 points--Student's response shows very little or no investigation or Understanding of the problem, no visible solution; or the prompt may simply be recopied, or may indicate "I don't know" or a question mark (?). a August 1998 Middle Years Mathematics General Scoring Criteria Page 2 of 6 Washington State Commission on Student Learning General scoring criteria for short-answer mathemati-I reasoning items Student's response inadequatdicomplete verification. 0 points-Student's response shows very little or no evidence of reasoning; or the prompt may simply be recopied, or may indicate "I don't know" or a question mark (9. General scoring criteria for short-answer mathematical communication items 2 points--Student's response shows understanding of how to effectively and appropriately interpret, organize, or represent mathhatical information relevant to the concept. 1 point--Student's response shows some Understanding of how to interpret, the response is not complete or effectively presented. 0 points--Student's response shows very little or no understanding of how to interpret, organize, or represent mathematical information relevant to the concept; or the prompt may simply be recopied, or the response may indicate "I don't know" or a question mark (?). ' organize, or represent mathematical information relevant to the concept; however, General scoring criteria for short-answer making mathematicai connections items 2 points--Student's response makes clear and effective connections within or between conceptual or procedural areas. 1 point--Student's response makes vague or partially accurate connections within or between conceptual or procedural areas. 0 points-Student's response makes little or no connection within or between conceptual or procedural areas; or the prompt may simply be recopied, or may indicate "I don't know" or a question mark (?). Aueust 1998 Washinaton State Commission on Studenl earning General scoring criteria for extended-response solving problems items 4 points-Student's response meets &l relevant criteria: Thoroughly investigates the situation; Uses all applicable information related to the problem; Uses applicable mathematical concepts and procedures; Constructs elegant, efficient, valid solution using applicable tools and workable strategies. 3 points-Student's response meets all or most relevant criteria: Investigates the situation; Uses most applicable information related to the problem; Uses applicable mathematical concepts and procedures; Constructs viable/acceptable solution using applicable tools and workable strategies. 2 points-Student's response meets me relevant criteria: Investigates the situation, but may omit issues or information; Uses some applicable information related to thc problem; Uses some applicable mathematical concepts and procedures; Constructs solution using applicable tools and workable strategies, solution may not completely address all issues or strategies may have flaws.' 1 point--Student's response meets few relevant criteria: Attempts to investigate the situation; Uses some applicable information related to the problem; Uses few . applicable mathematical concepts and procedures; Attempts solution, however, mostly incomplete or not effective. 0 points-Student's response provides no evidence of problem solving skills or shows very little or no understanding of the task; or the prompt may simply be recopied, or the response may indicate "I don't know" or a question mark (?). .. a . . .. August I998 Middle Years Malhcmalics Gcncral Scoring Criteria Pagc 4 of 6 Washington Slaw Commission on Sludcnl Learning General scoring criteria for extended-response mathematical reasoning items 4 points--Student's response meets all relevant criteria: Makes insightful interpretations, successfully evaluates ' examples, models, facts, patterns, or relationships to validate and support reasoning; Makes expected conjectures and inferences, if asked Successfully evaluates effectiveness of procedures and results,, if asked; Gives. substantial support for arguments and results. 2 points--Student's response meets some relevant criteria: Makes routine interpretations, comparisons, or contrasts of information from sources; Includes examples, models, facts, patterns, or re1ationships.tovalidate and support reasoning: Conjectures and inferences, if given, may be naive; Partially evaluates effectiveness of procedures and results, if asked; Gives partial support for arguments and results. 1 point--Student's response meets few relevant criteria: Makes superficial interpretations, comparisons, or contrasts of infomation from sources; Examples, models, facts, patterns, or relationships may not be included to validate and support reasoning; Conjectures and inferences, if given, may be naive; Attends to wrong information andor persists with faulty strategy when evaluating effectiveness of procedures and results; Support for arguments and results may not be included. 0 points--Student's response shows very little or no evidence of reasoning; or the prompt may simply be recopied, or the response may indicate "I don't know"'or question mark �(?. August 1998 Middle Years Mathematics General Scoring Criteria Page 5 of 6 Washington State Commission on Student Learning General scoring criteria for extended-response mathematical communication items e 4 points--Student's response meets & relevant criteria: Gathers all applicable information from appropriate sources; Demonstrates interpretations and understandings in a clear, systematic, and organized manner; Represents mathematical information and ideas in an effective format for the task, situation, and audience. 3 points--Students response meets most relevant criteria: Gather applicable information from appropriate sources; Demonstrates interpretations and understandings in a clear and organized manner; Represents mathematical information and ideas in an expected format for the task, situation, and audience. 2 points--Student's response meets ~ome relevant criteria: Gathers information from appropriate sources; Demonstrates interpretation and understandings in an understandable manner; Represents mathematical information in an acceptable format for the task, situation, and audiences. 1 point--Student's response meets &relevant criteria: Gathers little information from appropriate sources; Demonstrates interpretations and understandings in a manner that may be disorganized or difficult to understand; Represents mathematical information and ideas in a format that may be inappropriate for the task, situation, and audience. 0 points--Student's response shows little or no understanding of how to interpret, organize or represent mathematical information relevant to the concept; or the prompt may simply be recopied, or the response may indicate "I don't know" or a question mark (?). , .. ..__ August 1998 Middle Years Mathematics General Scoring Criteria Page 6 of 6 Washington Slate Commission on Student Lxaming