3Tiffany Fuhrmeister

MIAA 330
Cam Wong
Assignment: Designing Authentic Assessment
K-3 Grade Span
Third Grade Constructed Response
Rubric Outline for Mastery

3rd Grade Sample Rubric Score 4

3rd Grade Sample Rubric Score 2

K-3 Grade Span Grade 3

Extended Response
See Above for Rubric Mastery Outline
Rubric for Standards Addressed for Extended Response

3rd Grade Sample

Rubric Score 4

3rd Grade Sample

Rubric 3

3rd Grade Sample

Rubric Score 1

Analysis
This is my first assessment in 3rd grade that is mainly all constructed and extended
response. First off when I initially graded this test I graded as I did my homework and I
counted each question as a point and if it had several aspects to the question I counted
each of those responses as a point. It was exhausting to correct these test. It took me two
evenings. In the past I would give what I thought was a free response test, but it was
borderline constructed response, but more selected response. Those test were incredibly
easy to correct, but I am beginning to understand why we do not see whole picture of
what students understand mathematically. Students were not required to respond in a way
that involved the rigor of these assessments we are currently administering to our
students. I now see why a rubric is necessary because it makes it a bit less time
consuming, because I had to go back and use the rubric for this assessment, it was a time
consuming, but I looked at it a different way. Now, I felt somewhat good that most of the
assessments I graded in the traditional way were not to far off from the rubric score. I did
discover one thing interesting. A rubric score can actually help some students by giving
them more credit for progressing toward mastery, than just either they know or dont
know the material. It was more detailed information for me to adjust my teaching, for
informing parents at conference, or remediation of certain concepts. In review, I feel that
homework in Engage NY lends a good practice for similar questions they will see on the
assessment. I have discovered that students really need to explain and use written
communication to demonstrate mathematical understanding. This must be the expectation
during instruction and checking for understanding in the class lessons. Also the
assessment is much shorter than an assessment of last year and it seems more fluid in
showing a culminated mastery of a concept, then just individual skills.

4- 7 Grade Span 7-Grade

Extended Response Problem of the Week
Rubric Outline
I. PROBLEM STATEMENT (2)

Writeaconcisestatementoftheproblem.Writeclearlyenoughsothatsomeonepickingupyour
papercouldunderstandwhatyouareaskedtodo.
II. PLANNING and PROCESS (4)
Tell what you did to prepare to solve the problem. How did the problem seem to you when you
first read it? Consider what you are asked to find, what you know, what you need to know, and what
strategies you can use. Is this problem like any others you've done? Before you begin working, make a
guess at the answer to the problem.
Explain in detail what you did to solve the problem. Use charts and graphs where appropriate.
Tell what worked, what didn't work, and what you did when you got stuck. Did you get help from anyone?
What kind of help?
III. CONCLUSION and ANSWER (2 & 1)
State your answer(s) to the problem. Does the answer make sense? Could there be other correct
answers? Compare your final answer with your original guess. What did you learn from this problem that
could help you to solve other problems?

Grading Rubric
10 pts Shows and Tell + Answer
8 pts Show and tell (wrong answer)
All four sections are written; restate,
All four sections are written; restate,
process, answer/evaluation, and
process, answer/evaluation, and
learning
learning
Process is very well written with show
Process (wether good or bad process) is
and tell
very well written with show and tell
Show: the work is shown, calculations,
Show: the work is shown but may be
tables, charts, patterns
inaccurate
TELL: a good description of what work
TELL: a good description of what work
was done
was done
Correct answer
Answer may be incorrect, but with a
real good showing of the work

6 pts Show and tell + Answer

4 pts Show and Tell (wrong answer)
All four sections are written; restate,
All four sections are written: restate,
process, answer/evaluation, and
process, answered/evaluation, and
learning
learning
Process is adequately written with
Process is adequately written with
either Show or Tell missing
either show and tell missing
Show; the work is shown, calculations,
Wrong process used
tables, charts, patterns
Incorrect answer
TELL; a good description of what work
was done

 Correct answer
0 < x < 4; Poor
Some of the four sections are missing
Process is poorly written either SHOW
or Tell missing
Process is a bad one
Incorrect answer
Student Work
Rubric Score 10

Student Work
Rubric Score 6

Student Work
Rubric Score 2

Analysis
This assessment has a rubric that is scored with points and depended on the criteria met
for each of the designated point scales. The following student work is a score of 10
where all criteria is met and student demonstrate a full understanding of the problem.
The second one is a score of 6 because they have most of the work and the correct
answer. The final one is a 2 because it has very limited explanations and is incorrect. I
liked that student could get the answer wrong, but if they did most of the work and
explanation they were able to get some credit for their work. I am seeing this more and
more with rubrics. I think this is motivating for students who possess some
understanding of the math, but still struggle with full understanding. It helps those
students who struggle with math not give up entirely. I also like that it really challenges
those students who might otherwise ace a selected response assessment.

4-7 Grade Span 7th Grade

Constructed & Extended Response
Rubric Outline

Student Work

Algebra 1

Math 8 Grading Rubric

The core elements of performance required by this task are:
1

Perform informal proof of the Pythagorean theorem.

Find the length of the hypotenuse of a right triangle.

Based on these, credit for specific aspects of performance should be

assigned as follows
Correctly identify all sides of the triangle

Leg (1)

Sectio
n
Points
3

Hypotenuse (1)

Leg (1)
Gives correct answer
Full Credit:
+ =

+ =
+ =
=
=
1. Correctly write Pythagorean Theorem Equation (1)
2. Correctly substitute values (1)
3. Correctly solve (1)
Gives correct answer
Full Credit:
+ =
+ =
+ =

 =
1. Correctly write Pythagorean Theorem Equation (1)
2. Correctly substitute values (1)
3. Correctly solve (1)
High (8 points +) Efficient with a minor error
Medium (6-7 points) Demonstrates overall knowledge of concept
Low (5 points and below) Does not demonstrate knowledge of concept

Student Work
Rubric - High

Student Work
Rubric Score -Med

Student Work

Rubric Score- Low

Algebra Assessment 2:

Analysis:
As I complete this project, I have discovered that as grades change the rubric style used
for grading the different types of responses differ from one another. As students move up
the grades, their rubrics still have criteria to meet, but also have scores and I guess that
would make sense for a grading system. However, in the lower grades it is truly rubric
based and it would make sense because the main grading is based on rubric like scores. I
have discovered rubrics are not difficult to make, find, or use. It is important to know
what type of responses you will be using and from selected to extended.