Grade scale 0 (F) to 5 (A). Scale points 2 and 4 are not
explicitly defined. A score of
2 (C) would be assigned to work that exceeded criteria for a score of
but did not meet criteria for a score of 3. Similarly, a score of 4 (B+)
would be assigned to work that exceeded criteria for a score of 3, but
did not meet criteria for a score of 5.
I: Conceptual Understanding
Conceptual Understanding includes the ability to interpret the
problem and select appropriate information to apply a strategy for
solution. Evidence is communicated through making connections between
the problem situation, relevant information, appropriate physical and
concepts, and logical/reasonable responses.
5. (grade = A) Full Conceptual
- The student uses all relevant
information to solve the problem.
- The student uses all relevant physical concepts
- The student's answer is consistent with the question/problem.
- The student is able to translate the problem into appropriate
3 (grade= B-) Partial
- The student extracts the "essence" of the problem, but is unable
to use this information to solve the problem.
- The student is only partially able to make connections
between/among the concepts.
- The student's solution is not fully related to the question.
- The student understands one portion of the task, but not the
1 (Grade = D )Lack of
II: Procedural Knowledge
- The student's solution is inconsistent or unrelated to the
- The student translates the problem into inappropriate
- The student uses incorrect procedures without understanding the
concepts related to the task.
Procedural Knowledge deals with the student's ability to
demonstrate appropriate use of concepts. Evidence includes the
verifying and justifying of a procedure using concrete models, or the
modifying of procedures to deal with factors inherent in the problem.
5 (A) Full Use of Appropriate
- The student uses principles efficiently while justifying the
- The student uses appropriate mathematical terms and
- The student solves and verifies the problem.
- The student uses physical and mathematical principles and
3 (B-) Partial Use of Appropriate Procedures:
- The student is not precise in using physical and mathematical
principles, or procedures.
- The student is unable to carry out a procedure completely.
- The process the student uses to verify the solution is
1 Lacks Use of Appropriate Procedures
III: Problem Solving Skills and
- The student uses unsuitable methods or simple manipulation of
data in his/her attempted solution.
- The student fails to eliminate unsuitable methods or solutions.
- The student misuses principles or translates the problem into
- The student fails to verify the
Problem Solving requires the use of many skills, often in certain
combinations, before the problem is solved. Students demonstrate
problem solving strategies with clearly focused, good reasoning that
leads to a successful resolution of the problem.
5 (A) Evidence of Thorough/Insightful Use of Skills/Strategies:
3 Evidence of Routine or Partial Use of Skills/Strategies:
- The skills and strategies show some evidence of insightful
thinking to explore the problem.
- The student's work is clear and
- The skills/strategies are appropriate and demonstrate some
- The student gives possible extensions or generalizations to the
solution or the problem.
1 Limited Evidence of Skills/Strategies:
- The skills and strategies have some focus, but clarity is limited.
- The student applies a strategy which is only partially useful.
- The student's strategy is not fully executed.
- The student starts the problem appropriately, but changes to an
- The student recognizes the pattern or relationship, but expands
- The skills and strategies lack a central focus and the details
are sketchy or not present.
- The procedures are not recorded (i.e., only the mathematical
steps in the solution are
- Strategies are random.
- The student does not fully explore the problem, looking for
concepts, patterns or relationships.
- The student fails to see alternative solutions that the problem
In assessing the student's ability to communicate, particular attention
should be paid to both the meanings he/she attaches to the concepts and
procedures and also to his/her fluency in explaining, understanding,
and evaluating the ideas expressed.
5 (A) Clear, Complete Communication:
- The student gives a complete response with clear, coherent,
unambiguous, and elegant explanations.
- The student communicates
his/her thinking effectively to the
- The details fit and make sense.
- One step flows to the next and
- The student presents strong
3 (B-) Partial or Incomplete Communication:
1 (D) Limited or Lack of Communication:
- The student's explanation is unclear, inconsistent or not
- The student uses terminology
incorrectly or inconsistently.
- The student's visual aids (graphs, tables, diagrams, etc.) are
inappropriate or not directly related.
- The student's explanation centers on the mechanics of his/her
solution, not on
- The student's explanation is
not understandable or not present.
- The student either does not use or misuses appropriate
physical and/or mathematical terminology .
- The student does not use
essential visual aids to enhance or
clarify the explanation.
- The student's explanation lacks focus.
Source: Oregon Department
of Education Modified by S.M. Lea