Performance Task General Rubric

Understanding Planning and Execution Communication Persistence

Shows complete understanding Uses only the important elements of There is a clear, effective explanation of Works hard on the task
of the required the task. the solution. All steps are included so the and doesnt need much
mathematical/scientific Uses an appropriate and complete reader does not have to infer how the task help.
knowledge. strategy for solving the problem. was completed. Student may extend his
The solution completely Uses only relevant information. Mathematical/scientific representation is thinking beyond the
4 addresses all actively used as a means of problem and make new
Uses clear and effective diagrams,
mathematical/scientific tables, charts and graphs. communicating ideas. connections or create new
components presented in the There is precise and appropriate problems.
task. mathematical/scientific terminology and
notation.
Shows nearly complete Uses most of the important elements There is a clear explanation. Works hard on the task
understanding of required of the task. There is appropriate use of accurate and only gets help after
mathematical/scientific Uses an appropriate but incomplete mathematical/scientific representation. having tried many
3 knowledge. strategy for solving the problem. There is effective use of mathematical/ strategies given
The solution addresses almost all Uses most of the relevant data. scientific terminology and notation. throughout.
of the mathematical/scientific Appropriate but incomplete use of Completes task, working
components presented in the diagrams, tables, charts and graphs. dutifully at the harder parts
task. There may be minor errors. also.
Shows some understanding of the Uses some important elements of There is an incomplete explanation; it may Can do simple parts of the
required mathematical/ scientific the task. not be clearly represented. problem with little help.
knowledge Uses an inappropriate strategy or There is some use of appropriate Starts working on the
2 The solution addresses some, but application of strategy is unclear. mathematical/scientific representation. harder parts, but unless
not all the mathematical/ Uses some relevant data. There is some use of mathematical/ there is help, gives up.
scientific components presented Limited use or misuse of diagrams, scientific notation appropriate to the task.
in the task. tables, charts, and graphs.
Shows limited or no Uses none of the important elements There is no explanation of the solution. Needs help, even for the
understanding of the problem, of the task. The explanation cannot be understood, or very simple tasks.
perhaps only re-copying the given Works haphazardly with no is unrelated to the task. Gives up quickly, often just
1 data. particular strategy for solving the There is no use or inappropriate use of wanting someone to give
The solution addresses none of problem. mathematical/scientific representations. the answer.
the mathematical/scientific Uses irrelevant data. There is no use, or mostly inappropriate
components required to solve the Does not show use of diagrams, use, of mathematical/scientific
task. tables, charts or graphs. terminology and notation.