algebra help

Scoring Domain

Emerging

E/D

Developing

D/P

Proficient

P/A

Advanced

Scoring Domain

Emerging

E/D

Developing

D/P

Proficient

P/A

Advanced

Problem Solving 

· Does not provide a model

· Ignores given constraints

· Uses few, if any, problem solving strategies and tools

· Creates a limited model to simplify a complicated situation

· Attends to some of the given constraints

· Uses inappropriate or inefficient problem solving strategies and tools

· Creates a model to simplify a complicated situation 

· Analyzes all given constraints, goals and definitions

· Uses appropriate problem solving strategies and tools

· Creates a model to simplify a complicated situation and identifies limitations of model 

· Analyzes all given constraints, goals and definitions and implied assumptions

· Uses novel problem solving strategies and tools and/or extends previous knowledge correctly to a given problem

Reasoning and Proof 

· Provides partially correct or incorrect solutions without justifications

· Results are not interpreted in terms of context

· Provides partially correct solutions with justification or correct solutions without logic or justification

· Results are interpreted partially or incorrectly in terms of context

· Constructs logical, correct, complete solution with justifications

· Results are interpreted correctly in terms of context, including addressing reasonableness of final answer

· Constructs logical, correct, complete solution with justifications and identifies any sources of error.

· Results are interpreted correctly in terms of context, including addressing reasonableness of final answer, and makes connections to similar math content in different contexts 

Scoring Domain

Emerging

E/D

Developing

D/P

Proficient

P/A

Advanced

Development

· Ideas and evidence are underdeveloped

· Ideas and evidence are somewhat developed

· Ideas and evidence are mostly developed

· Ideas and evidence are developed

Organization

· Ideas and evidence are disorganized, making  relationships unclear

· No transitions are used, or are used ineffectively

· Ideas and evidence are loosely sequenced or organization may be formulaic 

· Transitions connect ideas with some lapses; may be repetitive or formulaic

· Ideas and evidence are sequenced to show relationships

· Transitions connect ideas 

· Ideas and evidence are logically sequenced to show clear relationships

· Transitions are varied and connect ideas, showing clear relationships 

Scoring Domain

Emerging

E/D

Developing

D/P

Proficient

P/A

Advanced

Tackle and Monitor Learning

· For a task or project, superficially identifies what is known, what needs to be learned, and how hard it will be 

·

· For a task or project, identifies what is known, what needs to be learned, and how hard it will be; but may not use a strategy to tackle the task or does not monitor how well the strategy is working

·

· For a task or project identifies what is known, what needs to be learned, and how hard it will be; uses a strategy and steps to tackle the task; and monitors how well the approach and effort are working

·

· For a task or project, identifies what is known, what needs to be learned, and how hard it will be; selects an appropriate strategy and takes steps to tackle the task; and monitors and adjusts based on how well the approach and effort are working

Scoring Domain

Emerging

E/D

Developing

D/P

Proficient

P/A

Advanced

Contribution and Development of Ideas

Ideas lack supporting reasoning

Limited acknowledgement of others’ thinking

Shares ideas, and explains the reasons behind them

Acknowledges others’ thinking

Provides ideas or arguments with convincing reasons 

Builds on the thinking of others

Acknowledges the strengths and limitations of their ideas

Builds on the thinking of others and checks back for agreement

Roles

Knows role, and fulfills it only some of the time

Accepts role and shows understanding by fulfilling it

Knows the roles of self and others, and uses the roles to maximize group effectiveness

In addition to proficient, uses group roles as opportunities to use strengths or address areas of weakness