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Students are amazed at how they can lift their levels of achievement by following the rubric and knowing what is necessary for all levels.

- A Title One Teacher
  Exemplars Math Rubric

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Level Understanding Strategies, Reasoning, Procedures Communication
  • There is no solution, or the solution has no relationship to the task.
  • Inappropriate concepts are applied and/or procedures are used.
  • The solution addresses none of the mathematical components presented in the task.
  • No evidence of a strategy or procedure, or uses a strategy that does not help solve the problem.
  • No evidence of mathematical reasoning.
  • There were so many errors in mathematical procedures that the problem could not be resolved.
  • There is no explanation of the solution, the explanation cannot be understood or it is unrelated to the problem.
  • There is no use or inappropriate use of mathematical representations (e.g. figures, diagrams, graphs, tables, etc.).
  • There is no use, or mostly inappropriate use, of mathematical terminology and notation.
  • The solution is not complete indicating that parts of the problem are not understood.
  • The solution addresses some, but not all of the mathematical components presented in the task.
  • Uses a strategy that is partially useful, leading some way toward a solution, but not to a full solution of the problem.
  • Some evidence of mathematical reasoning.
  • Could not completely carry out mathematical procedures.
  • Some parts may be correct, but a correct answer is not achieved.
  • There is an incomplete explanation, it may not be clearly presented.
  • There is some use of appropriate mathematical representation.
  • There is some use of mathematical terminology and notation appropriate of the problem.
  • The solution shows that the student has a broad understanding of the problem and the major concepts necessary for its solution.
  • The solution addresses all of the components presented in the task.
  • Uses a strategy that leads to a solution of the problem.
  • Uses effective mathematical reasoning.
  • Mathematical procedures used.
  • All parts are correct and a correct answer is achieved.
  • There is a clear explanation.
  • There is appropriate use of accurate mathematical representation.
  • There is effective use of mathematical terminology and notation.
  • The solution shows a deep understanding of the problem including the ability to identify the appropriate mathematical concepts and the information necessary for its solution.
  • The solution completely addresses all mathematical components presented int he task.
  • The solution puts to use the underlying mathematical concepts upon which the task is designed.
  • Uses a very efficient and sophisticated strategy leading directly to a solution.
  • Employs refined and complex reasoning
  • Applies procedures accurately to correctly solve the problem and verify the results.
  • Verifies solution and/or evaluates the reasonableness of the solution.
  • Makes mathematically relevant observations and/or connections.
  • There is a clear, effective explanation de- tailing how the problem is solved. All of the steps are included so that the reader does not need to infer how and why decisions were made.
  • Mathematical representation is actively used as a means of communicating ideas related to the solution of the problem.
  • There is precise and appropriate use of mathematical terminology and notation.

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