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iRubric: edTPA Task 4 rubric

iRubric: edTPA Task 4 rubric

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edTPA Task 4 
edTPA Task 4 Assessment Rubric
Rubric Code: L23983B
By romanikara
Draft
Public Rubric
Subject: Math  
Type: Assessment  
Grade Levels: K-5, 6-8

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  Excelling

4 pts

On Target

3 pts

Developing

2 pts

Struggling

1 pts

Conceptual Understanding

Excelling

Student consistently demonstrates understanding of a percentage as a part of a whole or a rate per 100.

Student consistently demonstrates awareness that percentages are always associated with something (the referent magnitude.)
On Target

Student demonstrates understanding of a percentage as a part of a whole or a rate per 100.

Student often demonstrates awareness that percentages are associated with a referent magnitude.
Developing

Student occasionally demonstrates understanding of a percentage as a part of a whole or a rate per 100.

Student occasionally demonstrates awareness that percentages are associated with a referent magnitude.
Struggling

Student demonstrates no understanding of a percentage as a part of a whole or a rate per hundred, or of a percentage as being associated with a referent magnitude.
Mathematical Reasoning

Excelling

When solving for B or C when A% of B is C, Student consistently demonstrates recognition of what values and corresponding percentages are given in problem, and what the corresponding percentage of the value they are looking for is.
On Target

Student usually demonstrates recognition of what values and corresponding percentages are given in problem, what the corresponding percentage of the what value they are looking for is.
Developing

Student occasionally demonstrates recognition of what values and corresponding percentages are given in problem, and what values they are looking for.

Student may make errors such as finding A% of C when solving for B.
Struggling

Student does not correctly recognize the values and percentages present in the problem.
Procedural Fluency - Use of a Double Number Line

Questions 2, 4
(Possibly Questions 5, 6)
Excelling

When solving for B or C when A% of B is C, Student is always able to effectively select a strategy to complete the number line (e.g. finding what 10% of B is, then using that number to complete the rest of the double number line.)

Progression of percentages and values is consistent (e.g. a jump of 10% on the percentage line always corresponds with a jump of the value equivalent to 10%.)
On Target

Student is often able to effectively select a strategy to complete the double number line.

Progression of percentages and values is usually consistent.
Developing

Student is able to a select a strategy to complete the number line, but the strategy is often ineffective or incorrectly utilized.

Progression of percentages and values is inconsistent (ex: a jump of 50% on the percentages line may correspond with a jump of the value which should correspond to 10% on the value line.)
Struggling

Any completion of the number line does not reflect the problem or the correct use of a double number line.

OR

No attempt at using a double number line is made.
Procedural Fluency - Use of A Tape Diagram

Questions 3, 5
Excelling

Student is consistently able to represent each problem with a tape diagram. Each diagram has with an appropriate number of boxes, with an appropriate repeated value in each box.
On Target

Student is able to represent the problems with tape diagram, with minor errors such as drawing one box too many.
Developing

Student represents the problems with a tape diagram, but with significant errors.
Struggling

Student is unable to represent the problems with a tape diagram.
Problem Solving

Excelling

Student shows a reasonable answer to each problem, and all answers are correct.
On Target

Student shows a reasonable answer to most problems, and some answers are correct.
Developing

Student shows a reasonable answer to some problems.
Struggling

Student shows a reasonable answer to few or no problems.




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