math 30 2 research project rubric

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Yes, you can use formative assessment in High School mathematics classrooms! 

AAC completed this project with a grant from Alberta Education. See practical classroom materials for students and PD materials for teachers, along with project overview videos and the external research reports.

Performance Assessment Tasks

Twelve performance assessment tasks, in English and French. Yes, you can use performance assessment in your High School Math classroom!

Performance Assessment in Action

New to performance assessment? These videos will provide you with the support you need to use these tasks effectively with your students.

Formative Assessment in Action

Project videos, performance tasks and student exemplars (12 tasks - english and french).

Click on the links below to view and download resources. These also reside in the  Performance Assessment  collection.

Mathematics 10

Mathematics 10-c.

Les élèves analysent la progression du randonneur sur le sentier selon la représentation graphique. Ils déterminent l’équation d’un segment de droite avant de créer une nouvelle histoire basée sur leur propre graphique. Accès Randonnée dans les Rocheuses

Les élèves vont utiliser le raisonnement pour alalyser la corrélation entre la taille et la pointure des souliers. Ils collecteront les données afin de prédire la taille du suspect impliqué dans ce vol. Accès L’empreinte

Mathematics 20

Mathematics 20-1, mathematics 20-2, mathematics 20-3, mathematics 30, mathematics 30-1, mathematics 30-2, mathematics 30-3, performance tasks in action (videos), a mathematics 10c class completes the rocky road performance task., the key steps depicted in these videos model a process that teachers can use with any of the aac performance tasks., aac member only video.

Rocky Road: Setting up the Class

A teacher prepares her class to complete the task by highlighting the context, criteria, and rubric.

Click to view video page >>

Public Content

Rocky Road: Peer Coaching

A student uses a  Rocky Road peer coaching tool  to get feedback on his work from a classmate.

Rocky Road: Rubric Grading

Teachers model a collaborative process to grade student responses on the Rocky Road performance task.

The following five videos showcase formative assessment within high school mathematics classrooms. Materials from the teachers’ lessons are available within the Support Materials link.

Formative Assessment: Checking for Understanding

Student responses from exit slips assist teachers in adjusting instruction to better meet student learning needs.

Formative Assessment: Peer Feedback

Effective peer feedback processes have the potential to support learning for both the student giving feedback and the student receiving the feedback.

Formative Assessment: Student Self-reflection

Effective self-reflection opportunities empower students to become owners of their learning.

Formative Assessment: Individual Whiteboards

Individual whiteboards are a great classroom tool to facilitate the exchange of feedback between students and their teachers.

Formative Assessment: Practice in Math

Structured activities like row games and speed dating help students learn how to give appropriate feedback to their peers.

Project Overview

Year one project overview.

Formative Assessment in High School Mathematics Classrooms

Alberta teachers and students discuss how formative assessment supports student learning in high school mathematics classrooms.

Year Two Project Overview

Teacher Leaders Supporting Sound Assessment Practices

Teacher leaders learn how to support sound assessment practices in high school mathematics classrooms.

Research Findings

Year one research findings.

• Literature Review of Sustained Coaching Model of Teacher Professional Development 
• Formative Assessment in HS Mathematics Research Report Aug 2013 

Year Two Research Findings

• Literature Review of Supporting Teacher Professional Development Using a Sustained Coaching Model 
• Teacher Leaders Supporting Sound Assessment Practices HS Mathematics Research Report Sept 2014

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Math or Statistics Research Project Rubric

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Download Project Based Learning Rubrics

We've created a wide range of rubrics - for designing and teaching PBL to guiding students through key stages of the PBL process. 

All of our resources – rubrics, project ideas, student handouts, videos, and more – are available at My.PBLWorks.org . You can download over 25 different rubrics there!

Go to MyPBLWorks.org for all rubrics

Below are some of the most popular rubric downloads. 

Project Based Teaching Rubric

This rubric describes beginning, developing, and Gold Standard levels for Project Based Teaching Practices for K-12 teachers and features detailed, concrete indicators that illustrate what it means to teach in a PBL environment.

Teachers and school leaders can use this rubric to reflect on their practice and plan for professional growth.

Download here

Rubric for Rubrics

This rubric describes a well-written rubric, distinguishing between rubrics that meet, approach, or are below standards for selection of criteria, distinction between levels, and quality of writing. It also describes how a rubric is created and used with students.

Project Design Rubric

The Project Design Rubric uses the Essential Project Design Elements as criteria to evaluate projects. The rubric aligns with BIE's Gold Standard PBL model. Definitions and practical examples are used to clarify the meaning of each dimension.

You and your colleagues can use the rubric to guide the design of projects, give formative feedback, and reflect and revise.

Grades 9-12 Presentation Rubric

This rubric helps teachers guide students in grades 9-12 in making effective presentations in a project, and it can be used to assess their performance. 

Use this rubric to guide students and assess their work, or to inform your thinking as you create your own assessment tools. Schools and districts can adopt or adapt this rubric for use across all classrooms.

Grades 6-12 Creativity & Innovation Rubric

The first part of this rubric helps teachers guide students in grades 6-12 in using an effective process for innovation in various phases of a project, and it can be used to assess their performance. 

The second part of the rubric can be used to assess the degree of creativity shown in the products students create in a project.

Yes, we provide PBL training for educators! PBLWorks offers a variety of PBL workshops, courses and services for teachers, school and district leaders, and instructional coaches - whether you're just getting started or advancing your practice. Learn more

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• Resource Library
• 7th Grade Mathematics
• Problem-Solving

Education Standards

Maryland college and career ready math standards.

Learning Domain: Statistics and Probability

Standard: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.

Standard: Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

Standard: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., "rolling double sixes"ť), identify the outcomes in the sample space which compose the event.

Standard: Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

Common Core State Standards Math

Cluster: Investigate chance processes and develop, use, and evaluate probability models

Standard: Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

Project Rubric: Making Connections

Project rubric: putting math to work, project rubric & criteria.

Students design and work on their projects in class. They review the project rubric and, as a class, add criteria relevant to their specific projects.

Key Concepts

Students are expected to use the mathematical skills they have acquired in previous lessons or in previous math courses. The lessons in this unit focus on developing and refining problem-solving skills.

Students will:

• Try a variety of strategies to approaching different types of problems.
• Devise a problem-solving plan and implement their plan systematically.
• Become aware that problems can be solved in more than one way.
• See the value of approaching problems in a systematic manner.
• Communicate their approaches with precision and articulate why their strategies and solutions are reasonable.
• Make connections between previous learning and real-world problems.
• Create efficacy and confidence in solving challenging problems in a real-world setting.

Goals and Learning Objectives

• Create and implement a problem-solving plan.
• Organize and interpret data presented in a problem situation.
• Use multiple representations—including tables, graphs, and equations—to organize and communicate data.
• Articulate strategies, thought processes, and approaches to solving a problem and defend why the solution is reasonable.

Project Rubric

Lesson guide.

Have students view the project rubric. Give students a minute to study the rubric. Then have students take turns saying one thing about the rubric without looking at it.

When students are finished, tell them that today they will add any specifics to the rubric that they think are needed for evaluating their projects.

SWD: Students with disabilities may have a more challenging time identifying areas of improvement to target in their projects. Teach your students how to review a project using the rubric and a sample project. Model for students how to evaluate their project to ensure they are completing all components needed and identifying any areas that need to be addressed that are not in the rubric.

Work with a partner to review the project rubric.

• Take a few minutes to study the rubric by yourself.
• Without looking at the rubric, take 1 minute to describe the rubric as completely as possible to your partner (who can look at the rubric). Your partner should listen carefully to your description.
• Briefly look at the rubric again. Your partner should now take 30 seconds to add to your description of the rubric—without repeating any of your description and without looking at the rubric.

Math Mission

Discuss the Math Mission. Students will work on their projects and evaluate their progress using the project rubric.

Work on your project, and evaluate your progress using the project rubric.

Organize and Analyze Project Data

Make sure students understand that the best use of this in-class project work day is to accomplish what they can't easily do later outside of class. Big, beautiful displays are a last step; now is the time for groups to decide how they will go about completing their project. Today's work is messy and preliminary; some of it may be devoted to finding resources (Internet-based and elsewhere).

Circulate among the working pairs and groups—listening to what they say and watching what they do. Ask clarifying questions:

• What mathematical concepts can you use to investigate your question?
• What materials are necessary?
• How will you investigate your question?
• How can you use units to clarify your results?
• How will you communicate your results to your audience?

SWD: Some students with disabilities may struggle with time management, create a timeline and “to do list” for students so they know where their progress should be regarding project completion. Hang this information in a prominent location in your classroom.

Today you will:

• Conduct research to gather information or collect data.
• Organize your information or data.
• Analyze your information or data in order to answer your question.

As you work on your project, consider these questions:

• What mathematical concepts do you need to use in order to investigate your question?

Examples: Numerical reasoning, probability, statistics, geometry, ratios and proportional relationships, expressions, and equations

• How will you communicate your conclusions to the class?

Examples: Diagrams and graphs, equations, verbal explanations, and models

As you work, use the project rubric to evaluate your progress and make sure you are on the right track.

Your Completed Project

Go over the list of what the presentations should include.

Your completed project should include:

• The information or data you researched.
• Graphs or diagrams that communicate your findings.
• Expressions, equations, or formulas that you used to make your conclusions.
• A summary of your findings.
• Your conclusions regarding your specific question.

Make Connections

Have students return to the project rubric. Tell them that, as a class, they can agree to add to—but not subtract from—the general rubric to improve the fit with their problem-solving projects.

There are two main ways to add to the rubric:

• Add detail to one or more of the descriptions of score 4.
• See the column “Specific to This Project.”
• Add a new criterion for scoring, and then describe the score 4 for that criterion. See the blank, last row.

Give students a couple of minutes to talk with their partner or group. Then let individuals propose any specific additions. You or a student may record these additions, and after the class discussion, adopt whichever criteria have the support of the class.

Note that this is a brief, focused opportunity for students to take ownership of the rubric. They may make several additions or none. The objective is their buy-in.

Performance Task

Ways of thinking: make connections.

Look at the rubric again.

• Notice the blank column with the heading “Specific to This Project.” Is there anything that you think should be added to this column?
• Next, look at the bottom row that is blank. Is there any scoring criterion for the project that you think should be added here?

Take a few minutes to discuss these questions with a partner.

• Write down any ideas you have.
• Discuss your ideas as a class. As you propose an idea make sure to explain why you think it is important. After all ideas are discussed the class will decide as a group whether to adopt any of the suggestions.

Reflect on Your Work

Give students a few minutes to respond individually to two simple prompts, focused on what they accomplished today and what their next steps are. These reflections can be quite skeletal—very short lists are fine.

Then give partners and groups a few more minutes to share their individual reflections.

Make sure students realize that their reflections now serve as their starter for the work they will do outside of class to complete their problem-solving project.

ELL: The “Reflect on Your Work” section provides opportunities for ELLs to develop literacy in English and proficiency in mathematics. Make sure students use both academic and specialized mathematical language when reflecting on their project. Give students time to discuss the summary before they write, and make sure students create a task list for completing their project based upon the rubric.

Write a reflection about the ideas discussed in class today. Use the sentence starters below if you find them to be helpful. After you have finished, share your reflections with your group.

Today my group accomplished…

Our next steps are…

Version History

Browse Course Material

Course info, instructors.

• Prof. Haynes Miller
• Dr. Nat Stapleton
• Saul Glasman

Departments

• Mathematics

As Taught In

Learning resource types, project laboratory in mathematics.

In this section, Prof. Haynes Miller and Susan Ruff describe their approach to grading and the development of grading rubrics for the course.

In Spring 2013, the three project papers and the presentation were weighted equally in students’ final grades.

As part of the presentation grade, students were expected to attend all of their classmates’ presentations and submit peer comments.

The grades for papers were broken down as follows:

Each team was given a team grade for each project. Students were also asked to declare which part of the writing they did, and each received separate grades on that as well. It did sometimes happen that members from the same team received different grades.

The students in the course span a wide spectrum in terms of background and experience in mathematics, so grades cannot be based solely on mathematical performance. But all students can be expected to carry out a research project at some level and write it up coherently. We aim to grade relative to the starting point of each team and what we believe they are capable of achieving. We also take into account improvement over the course of the term, both in research technique and in writing.

Grading Process

Evaluating project papers is quite challenging, and the grading process for the course is still a work in progress. A main challenge is that the process is somewhat subjective; there are many factors that contribute to the quality of a paper. Grading is not simply a process of checking whether answers are correct.

Each paper is read by the group’s mentor for that project, and about 40% of them are also read by Susan. Each reader completes a scoring sheet, and all scores are then averaged.

In Spring 2013, for the first project, we held a grade norming meeting during which we discussed grades for all nine papers. Reviewing nine papers in depth as a group is quite an involved process, but it is important that grades be consistent across instructors. It helped us grade consistently and also gave us an opportunity to collectively identify teams that particularly needed attention.

Grades are typically lower at the beginning of the semester and better at the end because students get better at both research and writing. In Spring 2013, we were surprised by the lack of complaints about grading. This is striking because as math people, we’re used to having clearer grading situations. It’s encouraging that we were able to grade projects in a way that students perceived as fair.

Development of Rubrics

Grading rubrics are useful for maintaining standards and consistency. They are especially useful in a course like Project Laboratory in Mathematics , in which a substantial portion of the grade is based on assessment of performance in an area (communication, in this case) that is outside the experience of many people involved in the course. Ideally grading rubrics should be consistent from one term to the next, but for various reasons this has been hard to achieve. Below, we share the rubrics from Spring 2013 and Fall 2013.

Spring 2013

The writing rubric we used in Spring 2013 was derived from a form used by Haynes the previous time he taught the course, in Spring 2007. We attempted to break down the components of a paper as finely as possible in order to help us assess all the aspects of a successful piece of work. Our rubric identified characteristics ranging from broad (e.g., Are the different parts of the paper in place? Do they perform their function correctly?) to fine (e.g., Are mathematical terms and symbols used correctly?) We were not happy with this rubric because we generally found that each component was more or less okay in isolation, and total grades were fairly high, but the grades did not necessarily reflect the overall quality of the papers.

Spring 2013 Paper Rubric (PDF)

A key challenge in grading presentations is that there are many different good ways to present mathematics. For example, using slides and using the blackboard are both valid and common ways for mathematicians to communicate their ideas. We developed a checklist, posted it on the course website, and used it as a framework for assigning grades. Staff usually completed the student response sheets, which were published with the others. After each presentation, all instructors sent their thoughts on the presentation and proposed grades to Haynes, and he compiled that feedback to generate a final presentation grade.

Spring 2013 Presentation Checklist (PDF)

Select student response sheets are available on the Practice and Feedback page.

In Fall 2013, Prof. Larry Guth, who was the lead instructor, and Susan developed new rubrics for the course. These rubrics were built upon an extensive list of characteristics of effective mathematics communication derived from the Spring 2013 course and earlier versions of the subject, with ideas emerging from a workshop conducted by Susan, Joel Lewis (co-instructor in Spring 2011, now at the University of Minnesota) and Mia Minnes (UCSD) at the 2013 Joint Mathematics Meetings.

Fall 2013 Paper Rubric (PDF) (Courtesy of Susan Ruff and Prof. Larry Guth. Used with permission.)

Fall 2013 Presentation Rubric (PDF) (Courtesy of Susan Ruff and Prof. Larry Guth. Used with permission.)

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Math Rubrics

Exemplars math material includes standards-based rubrics that define what work meets a standard and allows teachers (and students) to distinguish between different levels of performance.

Our math rubrics have four levels of performance: Novice , Apprentice , Practitioner (meets the standard), and Expert .

Exemplars uses two types of rubrics: 

• Standards-Based Assessment Rubrics  are used by teachers to assess student work in Math
• Student Rubrics  are used by learners in self- and peer-assessment.

Assessment Rubrics

Student rubrics, standards-based math rubric.

This rubric was updated in 2014 to reflect more current standards. It supports NCTM Process Standards and the Common Core State Standards for Mathematical Practice .

Classic 5-Criteria Math Rubric

This rubric was developed to reflect the revised NCTM standards.

Classic 3-Criteria Math Rubric

This rubric was used from 1993 to 2001 to assess student performance. It is based on the original NCTM standards. Many schools and districts using Exemplars earlier material continue to use this rubric to assess student performance.

Pre K–K Rubric

This rubric was developed to assess younger students' performance. It is based on recommendations from NCTM and the preschool standards developed at the Conference on Standards for Prekindergarten and Kindergarten Mathematics Education.

Jigsaw Rubric

This rubric uses pieces of a jigsaw puzzle as symbols. It is appropriate to use with younger students who may not be able to follow the words in another rubric.

Thermometer Rubric

This rubric is appropriate to use with older children. They can self-assess by drawing a line on the thermometer. The teacher can also assess by making a mark on the same rubric.

• Grades 6-12
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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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