iRubric: Area and Perimeter Performance Assessment rubric

An efficient strategy is chosen and progress toward a solution is evaluated.

Adjustments in strategy, if necessary, are made along the way, and/or alternative strategies are considered.

Evidence of analyzing the situation in mathematical terms, and extending prior knowledge is present.

Note: The expert must achieve a correct answer.

A correct strategy is chosen based on the mathematical situation in the task.

Planning or monitoring of strategy is evident.

Evidence of solidifying prior knowledge and applying it to the problem-solving situation is present.

Note: The practitioner must achieve a correct answer.

A partially correct strategy is chosen, or a correct strategy for only solving part of the task is chosen.

Evidence of drawing on some relevant previous knowledge is present, showing some relevant engagement in the task.

No strategy is chosen, or a strategy is chosen that will not lead to a solution.

Little or no evidence of engagement in the task is present.

A sense of audience and purpose is communicated.

Communication at the practitioner level is achieved, and communication of arguments is supported by mathematical properties used.

Precise math language and symbolic notation are used to consolidate math thinking and to communicate ideas.

A sense of audience or purpose is communicated.

Communication of an approach is evident through a methodical, organized, coherent, sequenced, and labeled response.

Formal math language is used throughout the solution to share and clarify ideas.

Some awareness of audience or purpose is communicated, and may take place in the form of paraphrasing of the task.

Some communication of an approach is evident through verbal/written accounts and explanations, use of diagrams or objects, writing, and using mathematical symbols.

Some formal math language is used, and examples are provided to communicate ideas.

No awareness of audience or purpose is communicated.

Little or no communication of an approach is evident.

Everyday, familiar language is used to communicate ideas.

Abstract or symbolic mathematical representations are constructed to analyze relationships, extend thinking, and clarify or interpret phenomenon.

Appropriate and accurate mathematical representations are constructed and refined to solve problems or portray solutions.

An attempt is made to construct mathematical representations to record and communicate problem solving.

No attempt is made to construct mathematical representations.