The student correctly and accurately employs all the appropriate and required aspects of the representation to display • the information. The representation of the information is correct and accurate. The student uses the correct format, mathematical • terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, and the representation is otherwise complete as required. The student understands most of the important aspects of the mathematical information and employs the appropriate • representation(s) to display the mathematical information with possibly minor flaws such as a simple misreading of the problem or copying error or mislabeling. The student correctly and accurately employs most of the appropriate and required aspects of the representation to • Generally Correct display the information. The representation is lacking in a minor way such as a simple misreading of the problem or (GC) copying error or mislabeling. There is a misrepresentation of the information due to a minor computational/copying error. The student uses mostly • correct format, mathematical terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, but the representation is incomplete in some minor way. The student does not fully understand the important aspects of the mathematical information and employs the • appropriate representation(s) to display the mathematical information with major conceptual flaws. The student some knowledge of how to employ most of the appropriate and required aspects of the representation • Partially Correct to display the information. The representation is lacking in a major way. (PC) The representation(s) show some reasonable relation to the information but contains major flaws. The student uses • some correct format, mathematical terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, but the representation is incomplete in some major conceptual way. The student cannot represent the mathematical information in the representation(s) required. • The student completely misinterprets and/or misrepresents the information. • Incorrect Solution T he representation(s) is incomprehensible or unrelated to the given information. The process of developing the • (IC) representation is entirely incorrect. The student’s response does not address the question in any meaningful way. • There is no response at all. • Learning Outcome #3: Students will demonstrate the ability to employ quantitative methods such as, arithmetic, algebra, geometry, or statistics to solve problems. Rubric: Level
• The student correctly and accurately employs all the appropriate and required aspects of the representation to display the information. • The representation of the information is correct and accurate. The student uses the correct format, mathematical terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, and the representation is otherwise complete as required. Generally Correct (GC) • The student understands most of the important aspects of the mathematical information and employs the appropriate representation(s) to display the mathematical information with possibly minor flaws such as a simple misreading of the problem or copying error or mislabeling. • The student correctly and accurately employs most of the appropriate and required aspects of the representation to display the information. The representation is lacking in a minor way such as a simple misreading of the problem or copying error or mislabeling. • There is a misrepresentation of the information due to a minor computational/copying error. The student uses mostly correct format, mathematical terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, but the representation is incomplete in some minor way. Partially Correct (PC) • The student does not fully understand the important aspects of the mathematical information and employs the appropriate representation(s) to display the mathematical information with major conceptual flaws. • The student some knowledge of how to employ most of the appropriate and required aspects of the representation to display the information. The representation is lacking in a major way. • The representation(s) show some reasonable relation to the information but contains major flaws. The student uses some correct format, mathematical terminology, and/or language. Variables are clearly defined, graphs are correctly labeled and scaled, but the representation is incomplete in some major conceptual way. Incorrect Solution (IC) • The student cannot represent the mathematical information in the representation(s) required. • The student completely misinterprets and/or misrepresents the information. • T he representation(s) is incomprehensible or unrelated to the given information. The process of developing the representation is entirely incorrect. • The student’s response does not address the question in any meaningful way. • There is no response at all. Learning Outcome #3: Students will demonstrate the ability to employ quantitative methods such as, arithmetic, algebra, geometry, or statistics to solve problems. Rubric: Level