Rubrics

Formative Assessment

Ongoing assessment is part of this project and will help focus attention and effort of the students. The project is designed so that the students will take charge and are self-regulated learners. The students will develop, redefine and apply problem solving strategies while the teacher is seen as co-learner, guide and facilitator. As the project develops, the students will also take on the role of guide and facilitator. Ongoing feedback from peers and teachers, will occur on a regular basis as the students work their way through the problem. With the students in flexible groups, the teachers will be able to converse with the students and help them with the reflective process as they work through the problem.

Summative Assessment

The following mathematics rubric assessment will be used as a summative assessment tool.

General Outcome:Mathematics

ICT Program of Studies

Personal Management and Teamwork Skills

General Outcome:Mathematics
Use measurement concepts, appropriate tools and results of measurements to solve problems in everyday contexts

Unacceptable
1
Rarely

Below Standard
2
Sometimes

Satisfactory
3
Regularly

Proficient
4
Consistently

The student is able to recognize and explain the meaning of perimeter in their own words. The student is able to go beyond a definition.

Simple explanation of the meaning of perimeter is given.

Little or no explanation of the meaning of perimeter.

When encouraged and coached is only able to give a minimal explanation of the meaning of perimeter.

Begins to make the connections needed to explain the meaning of perimeter.

Is able to make partial explanations of perimeter.

Needs some encouragement and coaching to explain the meaning of perimeter.

Is able to give an adequate explanation of the meaning of perimeter with some complexity.

Is able to give an adequate explanation of perimeter on their own without coaching or encouragement.

Is able to consistently and thoroughly explain the meaning of perimeter.

The explanation is insightful, complex and independent.

Is able to take on the role of guide and facilitator and independently help others.

The student is able to recognize and explain the meaning of area in their own words. The student is able to go beyond a definition.

Simple explanation of the meaning of area is given.

Little or no explanation of the meaning of area.

When encouraged and coached is only able to give a minimal explanation of the meaning of area

Begins to make the connections needed to explain the meaning of area

Is able to make partial explanations of area

Needs some encouragement and coaching to explain the meaning of area

Is able to give an adequate explanation of the meaning of area with some complexity

Is able to give an adequate explanation of area on their own without coaching or encouragement

Is able to consistently and thoroughly explain the meaning of area

The explanation is insightful, complex and independent

Is able to take on the role of guide and facilitator and independently help others

The student is able to demonstrate their understanding of perimeter through constructing diagrams/plans/drafts.

Simple demonstration of an understanding of perimeter is shown through diagrams/plans/drafts.

Little or no demonstration of an understanding of perimeter is shown through diagrams/plans/drafts.

When encouraged and coached is only able to demonstrate a minimal understanding of perimeter through diagrams/plans/drafts.

Begins to make the connections needed to demonstrate an understanding of perimeter through diagrams/plans/drafts.

Is able to make partial diagrams/plans/drafts.

Needs some encouragement and coaching to demonstrate an understanding of perimeter through diagrams/plans/drafts.

Is able to give an adequate explanation of the meaning of perimeter with some complexity through diagrams/plans/drafts.

Is able to give an adequate explanation of perimeter through diagrams/plans/drafts on their own without coaching or encouragement.

Is able to consistently and thoroughly demonstrate the meaning of perimeter through diagrams/plans/drafts.

The explanation of perimeter through diagrams/plans/drafts are insightful, complex and independent.

Is able to take on the role of guide and facilitator and independently help others.

The student is able to demonstrate their understanding of area through constructing diagrams/plans/drafts.

Simple demonstration of an understanding of area is shown through diagrams/plans/drafts.

Little or no demonstration of an understanding of area is shown through diagrams/plans/drafts.

When encouraged and coached is only able to show a minimal understanding of area through diagrams/plans/drafts.

Begins to make the connections needed to demonstrate an understanding of area through diagrams/plans/drafts.

Is able to make partial diagrams/plans/drafts.

Needs some encouragement and coaching to demonstrate the meaning of area through diagrams/plans/drafts.

Is able to give an adequate explanation of the meaning of area with some complexity through diagrams/plans/drafts.

Is able to give an adequate explanation of area through diagrams/plans/drafts on their own without coaching or encouragement.

Is able to consistently and thoroughly demonstrate the meaning of area through diagrams/plans/drafts

The explanation of area through diagrams/plans/drafts are insightful, complex and independent

Is able to take on the role of guide and facilitator and independently help others

ICT Program of Studies

Specific Outcomes	1	2	3	4
C5 Students will use technology to aid collaboration during inquiry	Rarely independently retrieves data from available storage devices using technology	Is able to partially retrieve data from available storage devices using technology	Regularly independently retrieves data from available storage devices using technology	Consistently independently retrieves data from available storage devices using technology
	Rarely independently records group brainstorming using technology	Is able to partially record group brainstorming using technology	Regularly independently records group brainstorming using technology	Consistently independently records group brainstorming using technology
	Rarely collaborates using email	Is able to partially collaborate using email when coached through the process	Regularly independently collaborates using email	Consistently independently collaborates using email
C6 Students will use technology to investigate and/or solve problems	Rarely able to independently send new email documents	Is able to partially send new email documents	Regularly able to independently send new email documents	Consistently able to independently send new email documents
	Rarely able to independently reply to email	Is able to partially reply to email	Regularly able to independently reply to email	Consistently able to independently reply to email
	Rarely able to independently send attachments with email	Is able to partially send attachments with email	Regularly able to independently send attachments with email	Consistently able to independently send attachments with email
F3 Students will demonstrate a moral and ethical approach to the use of technology	Rarely uses appropriate communication language and etiquette	Sometimes uses appropriate communication language and etiquette	Regularly uses appropriate communication language and etiquette	Consistently uses appropriate communication language and etiquette
F5 Students will practice the concepts of ergonomics and safety when using technology	Rarely demonstrates the application of ergonomics to promote personal health and well-being	Sometimes demonstrates the application of ergonomics to promote personal health and well-being	Regularly demonstrates the application of ergonomics to promote personal health and well-being	Consistently demonstrates the application of ergonomics to promote personal health and well-being
F 6 Students will demonstrate a basic understanding of the operating skills required in a variety of technologies	Rarely uses peripherals, including printers and scanners	Sometimes uses peripherals, including printers and scanners	Regularly uses peripherals, including printers and scanners	Consistently uses peripherals, including printers and scanners
P1 Students will compose, revise and edit text	Rarely creates and revises original text to communicate	Rarely creates and revises original text to communicate	Rarely creates and revises original text to communicate	Rarely creates and revises original text to communicate

Personal Management and Teamwork Skills

	1	2	3	4
Personal Management	Requires excessive teacher intervention and supervision	Requires frequent teacher intervention and supervision	Requires minimal teacher intervention and supervision	Requires no teacher intervention and supervision
Teamwork Skills	Constantly interfers with the learning of others	Frequently interfers with the learning of others	Often extends assistance to others	Continually extends assistance to others

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