Taken from "Teacher's Guide to Statewide Assessment"
Paulette Cefalu-Walkwitz, Supervisor


GENERAL SCORING RUBRIC – MATH

CONSTRUCTED-RESPONSE ITEMS

SCORE LEVEL

DESCRIPTION OF SCORE LEVEL

SCORE ON ASSIGNMENT

4
  • The response demonstrates in-depth understanding of the relevant content and/or procedures
  • The student completes all important components of the task accurately and communicates ideas effectively
  • Where appropriate, the student offers insightful interpretations and/or extensions.
  • Where appropriate, the student uses more sophisticated reasoning and/or efficient procedures.

 

3
  • The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood
  • The student completes most important aspects of the task accurately and communicates clearly.

 

2
  • The student completes some parts of the task successfully.
  • The response demonstrates gaps in conceptual understanding.

 

1
  • The student completes only a small portion of the tasks and/or shows minimal understanding of the concepts and/or processes.

 

0
  • The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.

 

 

GENERAL SCORING RUBRIC – MATH

CONSTRUCTED-RESPONSE ITEMS

 

SCORE LEVEL

DESCRIPTION OF SCORE LEVEL

SCORE ON ASSIGNMENT

4
  • The response demonstrates in-depth understanding of the relevant content and/or procedures
  • The student completes all important components of the task accurately and communicates ideas effectively
  • Where appropriate, the student offers insightful interpretations and/or extensions.
  • Where appropriate, the student uses more sophisticated reasoning and/or efficient procedures.

 

3
  • The response demonstrates understanding of major concepts and/or processes, although less important ideas or details may be overlooked or misunderstood
  • The student completes most important aspects of the task accurately and communicates clearly.

 

2
  • The student completes some parts of the task successfully.
  • The response demonstrates gaps in conceptual understanding.

 

1
  • The student completes only a small portion of the tasks and/or shows minimal understanding of the concepts and/or processes.

 

0
  • The student’s response is incorrect, irrelevant, too brief to evaluate, or blank.