EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2013 Assessment Task 1 Template 3 !

3
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Goes Beyond
The open task response demonstrates an in depth understanding of fractions and the link between fractions and decimals is clearly
evident. The task has been appropriately answered and the correct number of possibilities found. The accuracy of these possibilities
have been tested using a number of methods which are written and presented clearly to demonstrate reasoning and thinking. The
written response provides a clear, detailed explanation of whether or not all possibilities were found, with examples to justify the
provided explanation, and an in depth explanation of the efficiency of each method.
Task
Accomplished
The open task response demonstrates a sound understanding of fractions and the link between fractions and decimals is evident. The
task has been completed, and all possibilities have been found. More than one method has been used, and these methods have been
clearly explained and justified. The written response demonstrates a clear understanding of whether or not all possibilities were found
using the said methods, and an explanation of how this is known to be true.
Substantial
Progress
The open task response demonstrates a substantial understanding of fractions and the link between fractions and decimals is
somewhat evident. The task has been attempted, using one or two methods, which are explained and justified clearly. Although the
number of possibilities are not correct, the solutions are justified and all working is clearly annotated. The written response
demonstrates some understanding of whether or not all possibilities were found.
Some
Progress
The open task response demonstrates some understanding of the task, and of fractions, however the link between fractions and
decimals is not clear. The response has been attempted using 1 or methods. The methods used do not provide the correct answer,
however an attempt has been made. The written response does not demonstrate an understanding of whether or not all possibilities
were found.
Little
Progress
The open task response demonstrates little to no understanding of the task at hand. !ittle to no attempts have been made, meaning
that no possible answers have been found.
EDMA310/360 Mathematics: Learning and Teaching Mathematics 2, 2013 Assessment Task 1 Template 3 ! 3
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NB. A max of 1"" words per section will be ample.
HINT: To produce a good #ubric start with the major purpose of the task, and consider what task acomplished, substantial progress, some progress and limited progress might look like. $e
specific in your descriptions, including types of solutions that indicate the progress you are describing. Also consider what %going beyond& may entail with this task. '(f. )ownton, *night,
(larke, + !ewis, "",. Mathematics assessment for learning- #ich tasks + work samples. .xcerpt included in your .)MA/1"0/," booklet of readings and on !.1.2