Math Performance Assessment Rubric (Grades 9-12)

The ability to reason, problem-solve, develop sound arguments or decisions, and create new ideas by using appropriate
sources and applying the knowledge and skills of a discipline.

EMERGING E/D DEVELOPING D/P PROFICIENT P/A ADVANCED

PROBLEM SOLVING • Does not provide a model • Creates a limited model to • Creates a model to simplify a • Creates a model to simplify a
What is the evidence • Ignores given constraints simplify a complicated situation complicated situation complicated situation and identifies
that the student • Uses few, if any, problem • Attends to some of the given • Analyzes all given constraints, limitations of model
solving strategies constraints goals and definitions • Analyzes all given constraints, goals and
understands the
• Uses inappropriate or inefficient • Uses appropriate problem solving definitions and implied assumptions
problem and the problem solving strategies strategies • Uses novel problem solving strategies
mathematical and/or strategic use of tools
strategies that can be
used to arrive at a
solution?

REASONING AND • Provides incorrect • Provides partially correct • Constructs logical, correct, • Constructs logical, correct, complete
PROOF solutions without solutions or correct solution complete solution solution with justifications
justifications without logic or justification • Results are interpreted correctly in • Interprets results correctly in terms of
What is the evidence
• Results are not interpreted • Results are interpreted partially or terms of context context, indicating the domain to which a
that the student can in terms of context incorrectly in terms of context solution applies
apply mathematical • (Monitors for reasonableness, identifies
reasoning/procedures sources of error, and adapts
in an accurate and appropriately)
complete manner?

CONNECTIONS • Little or no evidence of • Applies previous math knowledge • Applies and extends math • Applies and extends previous
What is the evidence applying previous math to given problem but may include previous knowledge correctly to knowledge correctly to given problem;
that the student knowledge to given reasoning or procedural errors given problem makes appropriate use of derived
problem results
understands the
• (Identifies and generalizes the
relationships between underlying mathematical structures of
the concepts, the given problem to other seemingly
procedures, and/or unrelated problems or applications)
real-world
applications inherent
in the problem?

COMMUNICATION • Uses representations • Uses representations (diagrams, • Uses multiple representations • Uses multiple representations
AND (diagrams, tables, graphs, tables, graphs, formulas), though (diagrams, tables, graphs, (diagrams, tables, graphs, formula) and
formulas) in ways that correct, do not help the audience formulas) to help the audience key explanations to enhance the
REPRESENTATION confuse the audience follow the chain of reasoning; follow the chain of reasoning audience’s understanding of the
What is the evidence • Uses incorrect definitions extraneous representations may • With few exceptions, uses precise solution; only relevant representations
that the student can or inaccurate be included definitions and accurate are included
communicate representations • Uses imprecise definitions or representations including units of • Uses precise definitions and accurate
mathematical ideas to incomplete representations with measure and labeled axes representations including units of
others? missing units of measure or measure and labeled axes; uses formal
labeled axes notation

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