Project+Rubric

=**__Skills and Strategies required by Students __**= __ **A. Preparation ** __ • Identifying an appropriate topic • Developing a topic into a more specific question • Devising a task that is well focused, well defined and appropriate • Expressing the task clearly
 * Choosing a topic **

• Identifying clear boundaries for the task • Identifying the variables related to the task • Constructing a model of the plan for undertaking the task, or forming an outline of it.
 * Formulating a plan **
 * **Achievement level ** || **Descriptor ** ||
 * 0 || The student does not produce a clear statement of task. ||
 * 1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student produces a clear statement of the task. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student produces a title, a clear statement of the task and a clear description of the plan. ||


 * __<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">B. Information/measurement __**

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Identifying the type of data required <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Identifying data that is relevant and appropriate to the task <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Organizing ways of collecting data by, for example: <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- carrying out surveys and questionnaires <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- counting <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- devising tests and/or measuring <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- conducting experiments <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- constructing diagrams, models, and so on <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- searching for data from reliable sources (for example, statistical records, the Internet) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">- using technology to generate data. <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Deciding how much data is appropriate <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Being aware of sources of error and associated problems <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Considering the reliability of various data-collection methods and of resource material <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Organizing the data in a manner appropriate for further analysis
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student does not collect relevant information or generate relevant measurements. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student collects relevant information or generates relevant measurements. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis or is sufficient in both quality and quantity. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The relevant information collected, or set of measurements generated by the student, is organized in a form appropriate for analysis and is sufficient in both quality and quantity. ||

__ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">C. Mathematical processes ** __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Selecting and using mathematical techniques relevant to the task <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Selecting and using technological devices as appropriate tools (for example, a graphic display calculator,computer software packages), making sure an understanding of the mathematical processes involved is demonstrated (this is developed further in the section on the use of technology) <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Making use of clearly labeled tables, graphs and diagrams to better illustrate mathematical processes <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Expressing results to an appropriate degree of accuracy <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Using SI (//Système International//) units of measurement
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student does not attempt to carry out any mathematical processes. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student carries out simple mathematical processes. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The simple mathematical processes are mostly or completely correct, or the student makes an attempt to use at least one sophisticated process. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student carries out at least one sophisticated process, and all the processes used are mostly or completely accurate. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">4 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student carries out at least one sophisticated process; the process used is mostly or completely accurate and all the processes used are relevant. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">5 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student accurately carries out a number of relevant sophisticated processes. ||

__ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">D. Interpretation and discussion of results ** __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Interpreting the results obtained <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Summarizing in words the information presented in a table, or represented in graphical or diagrammaticform <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Comparing results obtained from different sets of data, or results obtained in different ways from thesame set of data <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Using the results obtained to generalize or make conjectures and from there to draw relevant conclusions <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Commenting on sources of error within the project <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Making relevant statements about the restrictive nature of the project <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Identifying any assumptions that have been made <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Discussing the validity of the processes used and of the results as a whole
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student does not produce any interpretations or conclusions. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student produces at least one interpretation or conclusion. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student produces at least one interpretation and/or conclusion that are consistent with the mathematical processes used. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student produces a comprehensive discussion of interpretations and conclusions that are consistent with the mathematical processes used. ||

__ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">E. Validity ** __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Discussing whether the mathematics used is appropriate <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Discussing limitations of the processes used and conclusions drawn <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Reflecting critically on the process as a whole
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student does not comment on the mathematical processes used or the interpretations/conclusions made. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has made an attempt to comment on either the mathematical processes used or the interpretations/conclusions made. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has made a serious attempt to comment on both the mathematical processes used and the interpretations/conclusions made. ||

__ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">F. Structure and communication ** __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Recording actions at each stage of the development of the project <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Expressing ideas clearly <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Using appropriate mathematical language and representation <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Focusing on the task and not straying into other areas, and avoiding irrelevancies <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Structuring ideas in a logical manner <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Editing the text so that it flows <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Proofreading the document for basic errors in spelling and grammar
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has made no attempt to structure the project. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has made some attempt to structure the project or has used appropriate notation and terminology. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has made some attempt to structure the project and has used appropriate notation and terminology. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">3 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student has produced a project that is well structured and communicated in a coherent manner. ||

__ **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">G. Commitment ** __

<span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Initiating discussions with teachers or fellow students about project work <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Contributing critically but positively to class discussions on project work <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Organizing a series of goals and milestones within a personal time frame <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Using teacher feedback to make improvements <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Recognizing personal strengths and weaknesses <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Appreciating the academic values associated with writing a project <span style="color: #000000; font-family: 'Times New Roman','serif'; font-size: 16px;">• Maintaining honesty and integrity
 * **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Achievement level ** || **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Descriptor ** ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">0 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student showed little or no commitment. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">1 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student showed satisfactory commitment. ||
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">2 || <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The student showed full commitment. ||