Mathematics SL Assessment Rubric
General Notes on
Assessment Criterion
Criterion A: Use of Notation and Terminology
Tasks
will probably be set before students are aware of the notation and/or
terminology to be used. Therefore the key idea behind this criterion is to
assess how well the students’ use of terminology describes the context.
Teachers should provide an appropriate level of background knowledge in the form
of notes given to students at the time the task is set. Correct mathematical
notation is required, but it can be accompanied by calculator notation, particularly
when students are substantiating their use of technology. This criterion
addresses appropriate use of mathematical symbols. Word processing a document
does not increase the level of achievement for this criterion or for criterion
B. Students should take care to write in appropriate mathematical symbols if
the word processing software does not supply them. For example, using ^ 2 x instead
of 2 x would be considered a lack of proper usage and the student would
not achieve a level 2.
Criterion B: Communication
This
criterion also assesses how coherent the work is. The work can achieve a good
mark if the reader does not need to refer to the wording used to set the task.
In other words, the task can be marked independently. Level 2 cannot be
achieved if the student only writes down mathematical computations without
explanation. Graphs, tables and diagrams should accompany the work in the
appropriate place and not be attached to the end of the document. Graphs must
be correctly labelled and must be neatly drawn on
graph paper. Graphs generated by a computer program or a calculator “screen
dump” are acceptable providing that all items are correctly labelled,
even if the labels are written in by hand. Colour
keying the graphs can increase clarity of communication.
Criterion C: Mathematical Process
Criterion D: Results
Criterion E: Use of Technology
The
level of calculator or computer technology varies from school to school.
Therefore teachers should state the level of the technology that is available
to their students. Using a computer and/or a GDC to generate graphs or tables
may not significantly contribute to the development of the task.
Criterion F: Quality of Work
Rubric for Type I – Mathematical Investigation Assignment
Criterion A: use of notation and
terminology 
Criterion B: communication 
Criterion C: mathematical process Type I—mathematical investigation: searching for
patterns 
Criterion D: results Type I—mathematical investigation: generalization 
Criterion E: use of technology 
Criterion F: quality of work 
0 The student does not use appropriate notation and
terminology. 
0 The student neither provides explanations nor uses
appropriate forms of representation (for example, symbols,
tables, graphs and/or diagrams). 
0 The student does not attempt to use a mathematical
strategy. . 
0 The student does not produce any general statement
consistent with the patterns and/or structures generated. 
0 The student uses a calculator or computer for only
routine calculations. 
0 The student has shown a poor quality of work. 
1 The student uses some appropriate notation and/or
terminology. 
1 The student attempts to provide explanations or uses
some appropriate forms of representation (for example, symbols, tables, graphs and/or
diagrams). 
1 The student uses a
mathematical strategy to produce data. 
1 The student attempts to produce a general statement
that is consistent with the patterns and/or structures generated. 
1 The student
attempts to use a calculator or computer in a manner that could enhance the development of the task. 
1 The student has shown a satisfactory quality of
work. 
2 The student uses appropriate notation and
terminology in a consistent manner and does so throughout the work. 
2 The student provides adequate explanations or
arguments, and communicates them using appropriate forms of representation (for example, symbols,
tables, graphs, and/or diagrams). 
2 The student organizes the
data generated 
2 The student correctly produces a general statement
that is consistent with the patterns and/or structures generated. 
2 The student makes limited use of a calculator or
computer in a manner that enhances the development of the task. 
2 The student has shown an outstanding quality of
work. 

3 The student provides complete, coherent explanations
or arguments, and communicates them clearly using appropriate forms of
representation (for example, symbols, tables, graphs, and/or diagrams). 
3 The student attempts to analyse
data to enable the formulation of a general statement. 
3 The student expresses the correct general statement
in appropriate mathematical terminology. 
3 The student makes full and resourceful use of a
calculator or computer in a manner that significantly enhances the development of the task. 



4 The student successfully analyses the correct data
to enable the formulation of a general statement. . 
4 The student correctly states the scope or
limitations of the general statement. 




5 The student tests the
validity of the general statement by considering further examples 
5 The student gives a correct, informal justification
of the general statement. 



General Notes Level 2 cannot be achieved if the student only
writes down mathematical computations without explanation. 
General Notes Students can only achieve a level 3 if the amount of
data generated is sufficient to warrant an analysis. 
General Notes A student who gives a correct formal proof of the
general statement that does not take into account scope or limitations would achieve level 4. 

General Notes Students who satisfy all the requirements correctly
achieve level 1. For a student to achieve level 2, work must show precision, insight and a sophisticated
level of mathematical understanding. 
Rubric for Type II – Mathematical Modelling
Assignment
Criterion A: use of notation and
terminology 
Criterion B: communication 
Criterion C: mathematical process Type II—mathematical modelling:
developing a model 
Criterion D: results Type II—mathematical modelling:
interpretation 
Criterion E: use of technology 
Criterion F: quality of work 
0 The student does not use appropriate notation and
terminology. 
0 The student neither provides explanations nor uses
appropriate forms of representation (for example, symbols,
tables, graphs and/or diagrams). 
0 The student does not define variables, parameters or
constraints of the task. 
0 The student has not arrived at any results. 
0 The student uses a calculator or computer for only
routine calculations. 
0 The student has shown a poor quality of work. 
1 The student uses some appropriate notation and/or
terminology. 
1 The student attempts to provide explanations or uses
some appropriate forms of representation (for example, symbols, tables, graphs and/or
diagrams). 
1 The student defines some variables, parameters or
constraints of the task. 
1 The student has arrived at some results. . 
1 The student
attempts to use a calculator or computer in a manner that could enhance the development of the task. 
1 The student has shown a satisfactory quality of
work. 
2 The student uses appropriate notation and
terminology in a consistent manner and does so throughout the work. 
2 The student provides adequate explanations or arguments,
and communicates them using appropriate forms of representation (for example, symbols,
tables, graphs, and/or diagrams). 
2 The student defines variables, parameters and
constraints of the task and attempts to create a mathematical model. 
2 The student has not interpreted the reasonableness
of the results of the model in the context of the task 
2 The student makes limited use of a calculator or
computer in a manner that enhances the development of the task. 
2 The student has shown an outstanding quality of
work. 

3 The student provides complete, coherent explanations
or arguments, and communicates them clearly using appropriate forms of
representation (for example, symbols, tables, graphs, and/or diagrams). 
3 The student correctly analyses variables, parameters
and constraints of the task to enable the formulation of a mathematical model that
is relevant to the task and consistent with the level of the course. 
3 The student has attempted to interpret the
reasonableness of the results of the model in the context of the task, to the appropriate degree of
accuracy. 
3 The student makes full and resourceful use of a
calculator or computer in a manner that significantly enhances the development of the task. 



4 The student considers how well the model fits the
data. 
4 The student has correctly interpreted the
reasonableness of the results of the model in the context of the task, to the appropriate degree of
accuracy. 




5 The student applies the model to other situations. At achievement level 5, applying the model to other
situations could include, for example, a change of parameter or more data. 
5 The student has correctly and critically interpreted
the reasonableness of the results of the model in the context of the task, to include possible
limitations and modifications of the results, to the appropriate degree of accuracy. 



General Notes Level 2 cannot be achieved if the student only
writes down mathematical computations without explanation. 



General Notes Students who satisfy all the requirements correctly
achieve level 1. For a student to achieve level 2, work must show precision, insight and a sophisticated
level of mathematical understanding. 