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

Rational Number Open Task Scoring Rubric

Goes Beyond

Task
Accomplished
Substantial
Progress

Some
Progress
Little
Progress

The student was able to fully and independently accomplish the task by successfully determining all the possible fractions, using a
method that is beyond the requirements of a student of this level. They were not only successful in using the method to determine the
solutions, but were able to demonstrate a high level of conceptual understanding of the relationships and fundamental ideas of fractions
(rational number) through explicitly explaining and justifying how they came to their solution and why they believe that they have
successfully found all possible solutions.
A work sample at this level would include clear and deliberate working out which the student was able to explain and justify after
correctly completing the task.
The student was able to accomplish the task by successfully producing some/all of the possible fractions, with little to no assistance,
using methods and ideas adequate for this level. Their explanation and justification as to how they completed the task demonstrates
that they have a clear understanding of the relationships and fundamental ideas associated with fractions (rational number).
A work sample at this level would need to have clear and sequenced workings out which the student is able to explain and justify after
producing at least one correct fraction.
The student demonstrates substantial progress through attempting to complete the problem, with some to no assistance, using
appropriate methods, still without producing a completed or correct solution. The evident workings out indicate that there is some
understanding of the key knowledge, concepts and skills required, however they also show that there are some key ideas of fractions
(rational number) possibly still unknown or misunderstood.
A work sample at this level would include some workings out which give an insight into the thinking and path attempted by the student in
working towards a solution. A completed solution is not necessary; however some conceptual understanding must be evident.
The student has attempted the task, with some assistance, and made some progress, but seemingly still distant from producing a
solution. Through the workings out that are evident, the student has demonstrated a limited knowledge and understanding of the central
mathematical ideas associated with fractions (rational number) and/or relevant skills in order to adequately complete the problem fully.
A work sample at this level should have some workings out using some limited methods and ideas associated with the topic, revealing some
gaps in knowledge of rational number. A completed/correct solution is not necessary.
The student has demonstrated little to no attempt at the problem, therefore suggesting that the student has little to no understanding
and knowledge of the relevant key ideas and/or skills of fractions (rational number).