Linear Modeling Rubric – Modeling Task
Level of Proficiency
Level
Criteria 1
Communication
Key Question: Was I able to
understand the student’s thinking
or did I have to make inferences
about what they were trying to do?
Criteria 2
Notation and Terminology
Key Question: Was I able to
follow the student’s work due to a
consistent and accurate use of
notation and terminology?
Criteria 3
Mathematical Process
(Including Technology)
Key Question: Was I able to
understand how the student
developed and justified a model?
Criteria 4
Mathematical Analysis
Key Question: Was I able to detect
the student’s reflection on the
feasibility and validity of the model
within context?
Criteria 5
Results and Accuracy
Key Question: Was I able to
ascertain that the student generated
correct results in the task to an
appropriate degree of accuracy?
4 3
Exemplary
The student shows and
explains clearly and
thoroughly how they
developed their trend line
equation.
The student uses appropriate
forms of mathematical
representation.
The student consistently uses
appropriate notation and
terminology throughout their
work.
The student formally defines
the variables they are using to
develop their model.
The student develops a model
The student thoroughly
analyzes how well the model
fits the data.
The student reflects in detail
upon whether their model and
predictions make sense in
context
The student’s graphs,
equations and predictions are
correct throughout the task.
Proficient
The student shows and
explains how they developed
their trend line equation.
The student uses adequate
forms of mathematical
representation.
The student uses appropriate
notation and terminology with
a couple of minor exceptions.
The student informally
defines variables they are
using to develop their model.
The student develops a model
The student analyzes how
well the model fits the data.
The student reflects upon
whether their model and
predictions make sense in
context
The student’s graphs
equations and predictions are
mainly correct throughout
the task.
2 1
Developing
The student’s explanation was
hard to follow or redundant in
some places.
The student attempts to use
some appropriate forms of
mathematical representation.
The student uses some
appropriate notation and
terminology, but there are
several errors.
The student does not
specifically define variables
for their model, but variables
used to develop their model
are suitable.
The student attempts to
develop a model
The student briefly analyzes
how well the model fits the
data,
The student attempts to
reflect upon whether their
model and predictions make
sense in context
Some of the student’s graphs,
equations and predictions are
correct throughout the task.
0
Emerging Insufficient
Evidence
The student gave little or no
focused explanation,
leaving too much inference
to the reader.
The student did not use
appropriate forms of
mathematical
representation.
The student uses little or no
appropriate notation and
terminology.
The student does not define
any variables
The student does not
formulate a model.
The student does not
analyze how well the model
fits the data.
The student does not
reflect upon whether their
model and predictions make
sense in context
Few or none of the
student’s graphs, equations
and predictions are correct
throughout the task.