Using rubrics in math is by no means a new technique. Many of s have been graded in math and given partial credit for answering a question. Many times teaching math means that students have only partially mastered the kills and knowledge that they may need to perform the math problems that they are given. When we grade partially we are using a mental rubric for their completion. Giving a student a rubric and creating one as well, promotes critical thinking in the teacher as well as the student. Also, students have a clear expectation o their grade. If we give them a rubric, we are providing a set of guidelines that they can use when they are working through their problems. Many students need many items to reference as they work through the problems, if they can edit their work as they look at a rubric, they are more apt to have the feedback that they need to motivate them to do better at their task.
This particular rubric focuses on their problem solving skills. Often students can't work through math problems because their problem solving skills are poor. We work a great deal on their problem solving ability and their critical thinking on the situation that is being described mathematically in word problems. If we can give students a way to earn credit as they work through their critical thinking and process skills, then the answer doesn't become the sole purpose of working math problems. The concern for the educator that uses a rubric for grading is first, the rubric points that they create. The second important point that educators must realize, is that using a rubric may take them longer to grade at first but that as the process becomes more ingrained, their speed will pick-up as they go along.
This particular rubric focuses on their problem solving skills. Often students can't work through math problems because their problem solving skills are poor. We work a great deal on their problem solving ability and their critical thinking on the situation that is being described mathematically in word problems. If we can give students a way to earn credit as they work through their critical thinking and process skills, then the answer doesn't become the sole purpose of working math problems. The concern for the educator that uses a rubric for grading is first, the rubric points that they create. The second important point that educators must realize, is that using a rubric may take them longer to grade at first but that as the process becomes more ingrained, their speed will pick-up as they go along.