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The math problems need to be more than plug in and solve.

There needs to word problems that have real word application/connection to see if the students can apply the skills to real world situations.

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After the Explanation by Rubric Provider....

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After the Explanation by Rubric Provider....

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I feel that all the work that is being mentioned by the rubric provider is required to be present in order to see this Rubric in full effect, not just the sample work currently provided.

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I agree with what you stated about grading papers and determining a student's ability to teach the content. I have personally addressed this by communicating to my students that these types of worksheets would max out their mastery score at "Independent" and they would need to seek other ways to demonstrate "Advanced" mastery.

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Similarly to the point that was made about observing differences between a 1 and a 2. How can we tell when we're grading papers later on if a student can teach others. Should we include this on the rubric if we're not going to be able to track/assess this accurately?

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Giving specifics about what skills or abilities students are struggling with.  Using Ms. McKinzie's bullet points would help

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I like the idea that was mentioned that there are problems created to specifically test for each part of the rubric, problems that show at least a basic understanding (1, 2,) all the required items combined for the current unit (3,) and lastly, a really advanced set of problems to check for a level 4 understanding. A written description by the student would also be amazing to see into the mind of the kid if the work isn't being observed real time and then graded.

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When I attended the Illuminate conference, I had a similar question to what Davis and Simonsen are bringing up. The people I spoke to quoted 60% correct frequency as the starting point of mastery.

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In response to: Telling a 1 and 2 Apart...

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In response to: Telling a 1 and 2 Apart...

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I struggle with wording the difference between a 1 and a 2. I think sometimes I am trying to find a nice way to say that the student just doesn't get it... Does anyone have some strong examples of this wording that they can share?

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Can't see the rubric well, but perhaps include definitions of certain math terms at the bottom of each score.

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There is a lot going on in that standard/learning outcome: 1 write/2 solve/3 simplify/4 graph 5 multi-step equations AND 6 inequalities along with 7 compound and 8 absolute value inequalities. Assessing these as a group seems to clump a lot in together...

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Is there a way to distinguish a 1 from a 2 if this assignment were to be graded after the student is done instead of observing the student while they work? Is there any way to tell when the student isn't there since given the current sample it could be seen as a "they know it or they don't" scenario?

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Based on the activity being reviewed, when it is compared to the rubric, at what point does a student show that they have achieved "Independent or Advanced" mastery?

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It's helpful to avoid interpretations and judgements. A lot of observations are about how the students are completing the work. When grading, it's easy to get hung up on how the work was done, instead of grading the quality of the work. This seems like a strong way to evaluate trends and reflect on our own teaching practices.

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Everyone seems to be grading at the same time. I like that this is taking place at the very beginning, allowing for proper calibration of scoring.

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I like that non-math teachers are part of this. As a math person myself, I sometimes think an explanation or rubric is obvious and explained well but it may not be to someone that is not particularly fond of math.

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I appreciate that non-Math teachers are participating in this CFG. Sometimes teachers of the same subject can share the same blindspots.

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Protocol is coming from SRI (Schools Reform Initiative) - Is this the same protocol we have been using throughout the process?

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Protocol is coming from SRI (Schools Reform Initiative) - Is this the same protocol we have been using throughout the process?

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I can't quite read what it says from here, but it looks to be in a very organized and straight forward template.