__Mathematics SL Assessment Rubric__

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: searching for patterns |
Criterion D:
results: 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. |

n/a | 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: developing a model |
Criterion D:
results: 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. |