I should have stuck to my instincts.
When we were putting this rubric together the students argued strongly that the "Solutions" and "Annotations" categories should be combined into one. I felt they should be two. Now, as I assess their work I have students who have written Expert Level annotations. If I find even one error, according to the rubric that would move them down to Journeyperson Level.
We discussed it and we're splitting them back into two different categories. We felt that the annotation should be weighted significantly more heavily than the solutions because that's where the real teaching part of the assignment comes into play.
So, here it is, updated in progress, DEV Rubric version 1.1 ... in eternal beta. ;-)
Oh, and BTW, check out some of the amazing work they've been doing ... the leaving of comments is greatly appreciated and strongly encouraged. ;-)
Teaching mathematical concepts is the main focus of this project; so we can teach other people and learn at the same time.
Instead of levels 1-4 (lowest to highest) we use these descriptors. They better describe what this project is all about.
Novice: A person who is new to the circumstances, work, etc., in which he or she is placed; a beginner.
Apprentice: One who works for an expert for instruction or to learn a skill or trade.
Journeyperson: Any experienced, competent but routine worker or performer.
Expert: One who possesses special skill or knowledge; trained by practice; skillful and skilled.
Mathematical Challenge (25%)
|Novice||Problems illustrate only an introductory knowledge of the subject. They may be unsolvable or the solutions to the problems are obvious and/or easy to find. They do not demonstrate mastery of the subject matter.||Explanation does not "flow," may not be in sequential order and does not adequately explain the problem(s). May also have improper mathematical notation.||One or more solutions contain several errors with insufficient detail to understand what's going on.||Presentation may or may not include visual or other digital enhancements. Overall, a rather uninspired presentation. Doesn't really stand out. It is clear that the student has invested little effort into planning their presentation.|
|Apprentice||Problems are routine, requiring only modest effort or knowledge. The scope of the problems does not demonstrate the breadth of knowledge the student should have acquired at this stage of their learning.||Explanation may "flow" well but only vaguely explains one or more problems. Some parts of one or more solutions are difficult to follow. May include improper use of mathematical notation.||One or more solutions have a few errors but are understandable.||The presentation style is attractive but doesn't enhance the content; more flashy than functional. It is clear that the student has invested some effort into planning their presentation.|
|Journeyperson||Problems showcase the writer's skill in solving routine mathematical problems. They span an appropriate breadth of material. One or more problems may require careful thought such as consideration of a special case or combine concepts from more than one unit but not necessarily.||Explanation "flows" well and explains the problems step by step. Solution is broken down well and explained in a way that makes it easy to follow. May have minor use of improper mathematical notation. May point out other ways of solving one or more problems as well.||All solutions are correct and easy to understand. Very few or no minor errors.||The presentation may use multiple media tools. The presentation style is attractive and maintains interest. Some of the underlying message may be lost by some aspects that are more flashy than functional. It is clear that the student has given some forethought and planning to their presentation.|
|Expert||Problems span more than one unit worth of material. All problems are non-routine. Every problem includes content from at least two different units. Problems created demonstrate mastery of the subject matter. Showcases the writer's skill in solving challenging mathematical problems.||Explanation "flows" well, explains the problems thoroughly and points out other ways of solving at least two of them.||All solutions correct, understandable and highly detailed. No errors.||The presentation displays use of multiple media tools. The presentation style grabs the viewer's or reader's attention and compliments the content in a way that aids understanding and maintains interest. An "eye opening" display from which it is evident the student invested significant effort.|
Creativity (up to 5% bonus)
The maximum possible mark for this assignment is 105%. You can earn up to 5% bonus marks for being creative in the way you approach this assignment. This is not a rigidly defined category and is open to interpretation. You can earn this bonus if your work can be described in one or more of these ways:
- unique and creative way of sharing student's expertise, not something you'd usually think of;
- work as a whole makes unexpected connections to real world applications;
- original and expressive;
- fresh and unusual;
- a truly original approach; presentation method is unique, presented in a way no one would expect, e.g. song, movie, etc.