53Match Performance Assessment to Learning Outcomes: Rubric Design

Incorrect

Incorrect response

Source: National Assessment of Educational Progress, Grade 4, 2007, Block M9 Question #20.

The National Assessment of Educational Progress uses task-specific rubrics for scoring constructed-response answers because it is easier to train raters to be reliable with rubrics such as this. However, for classroom assessment it is very important that students use rubrics throughout their work to support their learning. Obviously, you could not use this rubric with students; it gives away the answer. Plus, it is too long and involved for the fourth graders. Here is a general rubric that could be applied to answers to this question and many others—in fact, to most examples of math problem solving.

EXAMPLE: SIMPLE MATH PROBLEM-SOLVING RUBRIC

2 1 0

Describing the problem

Explains what the problem is asking.

Explains most of what the problem is asking.

Explanation is missing or does not match the problem.

Planning a solution Solution plans will (or could) lead to a correct solution.

Solution plans will solve part of the problem.

Solution plans will not solve the problem, or student did not make a plan.

Solving the problem Calculates the correct answer and labels it correctly.

Makes a small copying error or computation error or has a partially correct answer if the problem has multiple parts.

Answer is incorrect, or student does not have an answer.

Go to www.learningsciences.com/bookresources to download f igures and tables.

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