Assessment of Reading, Writing and Mathematics: Junior ...Scoring Guide for Junior Mathematics...

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Assessment of Reading, Writing and Mathematics: Junior Division

Released 2015 Assessment: Mathematics

Item-Specific Rubrics and Sample Student Responses with Annotations


Scoring Guide for Junior Mathematics Open-Response (2015) Section 1, Question 8

Code Descriptor

B Blank: nothing written or drawn in response to the question

I Illegible: cannot be read; completely crossed out/erased; not written in English Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”,

“!”, “I don’t know”) Off topic: no relationship of written work to the question

10

Application of knowledge and skills to determine the probability of rolling a “D” shows limited effectiveness due to

misunderstanding of concepts

incorrect selection or misuse of procedures

20

Application of knowledge and skills to determine the probability of rolling a “D” shows some effectiveness due to

partial understanding of the concepts

errors and/or omissions in the application of the procedures

30

Application of knowledge and skills to determine the probability of rolling a “D” shows considerable effectiveness due to

an understanding of most of the concepts

minor errors and/or omissions in the application of the procedures

40

Application of knowledge and skills to determine the probability of rolling a “D” shows a high degree of effectiveness due to

a thorough understanding of the concepts

an accurate application of the procedures (any minor errors and/or omissions do not detract from the demonstration of a thorough understanding)


Code 10

Annotation: Response demonstrates misunderstanding of concepts; correct number of letters written on pentagons for B (2), but incorrect for A (1) and C (2), and inaccurately determines the probability of rolling a D (6/18) based on errors.


Annotation: Response demonstrates partial understanding of the concepts; correct number of letters written on pentagons for B (2), but incorrect for A (1) and C (3), and accurately determines the probability of rolling a D (6/12) based on errors.

Code 20


Annotation: Response demonstrates a minor error in the application of the procedures; correct number of letters written on pentagons for A (2) and B (2), but incorrect for C (3), and accurately determines the probability of rolling a D (5/12) based on error.

Code 30


Annotation: Response demonstrates a thorough understanding of the concepts; correct number of letters

written on pentagons for A (2), B (2) and C (4), and accurately determines the probability of rolling a D (4/12).

Code 40


Code Descriptor


I Illegible: cannot be read; completely crossed out/erased; not written in English Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”,

“I don’t know”) Off topic: no relationship of written work to the question

10

Thinking process to round the class trip costs to the nearest dollar and use them to estimate the total cost for 30 students shows limited effectiveness due to

minimal evidence of a solution process

limited identification of important elements of the problem

too much emphasis on unimportant elements of the problem

no conclusions presented

conclusion presented without supporting evidence

20

Thinking process to round the class trip costs to the nearest dollar and use them to estimate the total cost for 30 students shows some effectiveness due to

an incomplete solution process

identification of some of the important elements of the problem

some understanding of the relationships between important elements of the problem

simple conclusions with little supporting evidence

30

Thinking process to round the class trip costs to the nearest dollar and use them to estimate the total cost for 30 students shows considerable effectiveness due to

a solution process that is nearly complete

identification of most of the important elements of the problem

a considerable understanding of the relationships between important elements of the problem

appropriate conclusions with supporting evidence

40

Thinking process to round the class trip costs to the nearest dollar and use them to estimate the total cost for 30 students shows a high degree of effectiveness due to

a complete solution process

identification of all important elements of the problem

a thorough understanding of the relationships between all of the important elements of the problem

appropriate conclusions with thorough and insightful supporting evidence


Annotation: Response demonstrates limited identification of the important elements of the problem; each cost not rounded to the nearest dollar, calculates the total per student without rounding ($27.06) but does not calculate the total for the class.

Code 10


Annotation: Response demonstrates identification of some of the important elements of the problem;

each cost not rounded to the nearest dollar, but calculates the total per student ($27.06) and the total for the class ($811.80).

Code 20


Annotation: Response demonstrates identification of most of the important elements of the problem; each cost not rounded to the nearest dollar, but calculates the total per student ($27.06) and then correctly rounds the total to the nearest dollar ($27) and accurately calculates the total for the class ($810) .

Code 30


Annotation: Response demonstrates a complete solution process; correctly rounds each cost to the nearest dollar, accurately calculates the total per student ($27) and the total for the class ($810).

Code 40


Code Descriptor


I Illegible: cannot be read; completely crossed out/erased; not written in English Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I don’t

know”) Off topic: no relationship of written work to the question

10

Application of knowledge and skills to determine the smallest amount of paper needed to make the container of popcorn shows limited effectiveness due to



20

Application of knowledge and skills to determine the smallest amount of paper needed to make the container of popcorn shows some effectiveness due to



30

Application of knowledge and skills to determine the smallest amount of paper needed to make the container of popcorn shows considerable effectiveness due to



40

Application of knowledge and skills to determine the smallest amount of paper needed to make the container of popcorn shows a high degree of effectiveness due to




Annotation: Response demonstrates misuse of procedures; incorrectly multiplies dimensions by 2 or 4 with no area calculations of the faces but correctly adds based on error.

Code 10


Annotation: Response demonstrates omissions in the application of the procedures; accurately calculates the area of one face (280 cm2) but omits calculating the area of the other four faces.

Code 20


Annotation: Response demonstrates a minor omissions in the application of the procedures; accurately calculates the area of two of the different faces (500 cm2, 350 cm2) and adds the four values to find the total surface area (1700 cm2) but omits the calculation for the bottom of the container.

Code 30


Annotation: Response demonstrates an accurate application of the procedures; accurately calculates the area of the three different faces (500 cm2, 350 cm2, 280 cm2), multiplies the areas of the faces on the sides by 2 (1000 cm2, 700 cm2) and correctly adds the three values to find the total surface area (1980 cm2).

Code 40


Code Descriptor


I Illegible: cannot be read; completely crossed out/erased; not written in English Irrelevant content: does not attempt assigned question (e.g., comment on the task, drawings, “?”, “!”, “I

don’t know”) Off topic: no relationship of written work to the question

10 Application of knowledge and skills to sort polygons in a Venn diagram shows limited effectiveness due to



20 Application of knowledge and skills to sort polygons in a Venn diagram shows some effectiveness due to



30

Application of knowledge and skills to sort polygons in a Venn diagram shows considerable effectiveness due to



40

Application of knowledge and skills to sort polygons in a Venn diagram shows a high degree of effectiveness due to




Code 10

Annotation: Response demonstrates a misunderstanding of concepts; 1 polygon is correctly sorted in the sections of the Venn Diagram (A, B, C, D and E are sorted incorrectly).


Code 20

Annotation: Response demonstrates partial understanding of the concepts; 2 polygons are correctly sorted in the sections of the Venn Diagram (B, C, D and E are sorted incorrectly).


Annotation: Response demonstrates an understanding of most of the concepts; 4 polygons are correctly sorted in the sections of the Venn Diagram (D and E are sorted incorrectly).

Code 30


Annotation: Response demonstrates an accurate application of the procedures; all 6 polygons are correctly sorted in the sections of the Venn Diagram.

Code 40

Assessment of Reading, Writing and Mathematics: Junior ...Scoring Guide for Junior Mathematics...

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