ASSIGNMENT RUBRIC for Homework
Most assignments are worth 5 points each. Points will be awarded based on effort and the following:
5 - Fully attempted assignment. The paper is properly formatted with no more than 2 columns of work proceeding down the page like a newspaper. All computational problems are done vertically with every step shown. Every problem is completely done in pencil. At home, answers are checked either in the back of the book or with a calculator, when possible. All other answers are self-corrected in class. All checking must be done in red or pink. Slight errors are acceptable but all directions have been followed.
4 - Substantially attempted. The paper is properly formatted with no more than 2 columns of work proceeding down the page like a newspaper. All computational problems are done vertically with every step shown. Every problem is attempted. At home, answers are checked either in the back of the book or with a calculator, when possible. All other answers are self-corrected in class.
3 - Partially attempted assignment. All (or almost all) problems are attempted, but there is an apparent lack of effort. Steps (write the problem, show work, circle the answer) are probably missing. Formatting may be incorrect.
2 - Limited attempt of assignment.
1 - Some effort shown.
0 - Little or no effort shown.
Please understand that this is a rubric (modeled after the one used on the Golden State Exams) and is similar to, but fundamentally different from the traditional A, B, C, D or F scale. Since students are not expected to master the material immediately, they are rewarded for demonstrated effort which initially is more important than the correctness of answer!
Judgment of effort is not ascertained in the traditional “right/wrong” paradigm. A student may have all correct answers and yet receive a 3 for missing steps. A student can be assured that he or she is showing all the work necessary by referring back to the notes or directions given for the day. The examples contain the types of steps necessary to show “complete attempt of the assignment.” In other words, at least in the early stages of learning new material, the correct process can be more important than the correct answer.
Occasionally, assignments are given where few or no notes are provided. This would be the POW (problem of the week), Developing Concepts in the Algebra book or some of the word problems. Although a framework for approaching the problems is provided, step-by-step instructions may not be. The National Council on Teaching Mathematics (go to www.NCTM.org) recommends that problem solving strategies be taught using a “discovery” approach. Much like a scientist who is unsure of the outcome, students attempting to solve these “discovery” problems are less sure about the best approach. Often there are several ways of solving the problem. As long as the work is shown and is logical, at least partial credit will be given.