Portfolio Scoring Examples
The student work used
as exemplars here are based on two particular old assignments which I
am no longer using for internal assessment. To give you an idea of how
each assignment ought to be done, you may want to start by reading a
task that earned F2 (outstanding quality of work) for the type that
you're preparing to write. Because the student work is scanned, the
file sizes are rather large, so I have uploaded them as single pages
rather than as one huge document.
However,
the most valuable information is in the examples linked at the bottom
of each of the criteria. Those Examples links take you to examples of
work that earned low, medium, and high marks in the criterion, with
comments pointing out why the criteria levels were marked that way.
Type I task: Binomial Probability
Type II task: Modeling the Amount of a Drug in the Bloodstream
Criterion A: Notation and Terminology
Achievement level
0 The student does not use appropriate notation and terminology.
1 The student uses some appropriate notation and/or terminology.
2
The student uses appropriate notation and terminology in a consistent
manner and does so throughout the work.
Examples
Criterion B: Communication
Achievement level
0 The student neither provides explanations nor
uses appropriate forms of representation (for example, symbols, tables,
graphs and/or diagrams).
1 The student attempts to provide
explanations or uses some appropriate forms of representation (for
example, symbols, tables, graphs and/or diagrams).
2 The student
provides adequate explanations or arguments, and communicates them
using appropriate forms of representation (for example, symbols,
tables, graphs and/or diagrams).
3 The student provides complete,
coherent explanations or arguments, and communicates them clearly using
appropriate forms of representation (for example, symbols, tables,
graphs and/or diagrams).
Examples
Criterion C: Mathematical Process
Type I, Mathematical Investigation:
Searching for Patterns
Achievement level
0 The student does not attempt to use a mathematical strategy.
1 The student uses a mathematical strategy to produce data.
2 The student organizes the data generated.
3 The student attempts to analyse data to enable the formulation of a general statement.
4 The student successfully analyses the correct data to enable the formulation of a general statement.
5 The student tests the validity of the general statement by considering further examples.
ExamplesType II, Mathematical Modeling:
Developing a Model
Achievement level
0 The student does not define variables, parameters or constraints of the task.
1 The student defines some variables, parameters or constraints of the task.
2
The student defines variables, parameters and constraints of the task
and attempts to create a mathematical model.
3 The student correctly analyses variables, parameters and constraints of
the task to enable the formulation of a mathematical model that is
relevant to the task and consistent with the level of the course.
4 The student considers how well the model fits the data.
5 The student applies the model to other situations.
Examples
Criterion D: Results
Type I, Mathematical Investigation: Generalization
Achievement level
0 The student does not produce any general statement consistent with the patterns and/or structures generated.
1
The student attempts to produce a general statement that is consistent
with the patterns and/or structures generated.
2
The student correctly produces a general statement that is consistent
with the patterns and/or structures generated.
3 The student expresses the correct general statement in appropriate mathematical terminology.
4 The student correctly states the scope or limitations of the general statement.
5 The student gives a correct, informal justification of the general statement.
ExamplesType II, Mathematical Modeling: Interpretation
Achievement level
0 The student has not arrived at any results.
1 The student has arrived at some results.
2 The student has not interpreted the reasonableness of the results of the model in the context of the task.
3 The student has attempted to interpret the reasonableness of the
results of the model in the context of the task, to the appropriate
degree of accuracy.
4 The student has correctly interpreted the
reasonableness of the results of the model in the context of the task,
to the appropriate degree of accuracy.
5 The student has correctly
and critically interpreted the reasonableness of the results of the
model in the context of the task, including possible limitations and
modifications of these results, to the appropriate degree of accuracy.
Examples
Criterion E: Use of Technology
Achievement level
0 The student uses a calculator or computer for only routine calculations.
1
The student attempts to use a calculator or computer in a manner that
could enhance the development of the task.
2 The
student makes limited use of a calculator or computer in a manner that
enhances the development of the task.
3 The student makes full and resourceful use of a calculator or computer
in a manner that significantly enhances the development of the task.
Examples
Criterion F: Quality of Work
Achievement level
0 The student has shown a poor quality of work.
1 The student has shown a satisfactory quality of work.
2 The student has shown an outstanding quality of work.
Examples