A | B | C | D | E | F | |
---|---|---|---|---|---|---|

1 | Rubric for Written Assignments | |||||

2 | 4 | 3 | 2 | 1 or 0 | ||

3 | Criterion | Exceptional | Acceptable | Marginal | Unacceptable | Score |

4 | Interpretation: Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words) | Provides accurate explanations of information presented in mathematical forms. Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about future events. | Provides accurate explanations of information presented in mathematical forms. For instance, accurately explains the trend data shown in a graph. | Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units. For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the trend line. | Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means. For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing positive and negative trends. | |

5 | Representation: Ability to convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words) | Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding. | Competently converts relevant information into an appropriate and desired mathematical portrayal. | Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate. | Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate. | |

6 | Calculation | Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Calculations are also presented elegantly (clearly, concisely, etc.) | Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. | Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem. | Calculations are attempted but are both unsuccessful and are not comprehensive. | |

7 | Application / Analysis: Ability to make judgments and draw appropriate conclusionsÂ based on the quantitative analysis of data, while recognizing the limits of this analysis | Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work. | Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work. | Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work. | Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work. | |

8 | Communication: Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized) | Uses quantitative information in connection with the argument or purpose of the work, presents it in an effective format, and explicates it with consistently high quality. | Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven. | Uses quantitative information, but does not effectively connect it to the argument or purpose of the work. | Presents an argument for which quantitative evidence is pertinent, but does not provide adequate explicit numerical support. (May use quasi-quantitative words such as "many," "few," "increasing," "small," and the like in place of actual quantities.) | |

9 | Writing mechanics | Writing demonstrates a sophisticated clarity, conciseness, and correctness | Writing is accomplished in terms of clarity and conciseness and contains only a few errors | Writing lacks clarity or conciseness and contains numerous errors | Writing is unfocused, rambling, or contains serious errors | |

10 | Total: | |||||

11 | Thomas Edison State College | |||||

12 | Note 1: Criteria are evaluated on a 4-3-2-1-0 basis. Total rubric points are converted first to a letter grade and then to a numerical equivalent based on a 0-100 scale. | |||||

13 | Scale: 23-24 = A (93-100); 22 = A- (90-92); 21 = B+ (88-89); 17-20 = B (83-87); 16 = B- (80-82); 15 = C+ (78-79); 11-14 = C (73-77); 10 = C- (70-72); 5-9 = D (60-69); 0-4 = F (below 60). | |||||

14 | Note 2: This rubric is adopted from Quantitatvie Literacy VALUE Rubric by AAC&U (Association of American Colleges and Universities). |

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