Blog 8

Math Blog #8!- Grading Systems 

Observation: Usefulness of rubrics for mathematics

Reflection: After discussing the purpose of math rubrics in class on Monday, it really made me realize just how difficult it is to distinguish between a level 3 or 4 student through solving certain math equations. If the student gets the problem correct and both of them took the same steps to get there, what distinguishes them from a level 3 or 4? It is difficult in the sense that a rubric should only act as a guideline for math and should not be the sole factor in determining a student’s grade.  I understand that there needs to be some form of formal grading for math, however the more I read the provided rubrics in the courseware pack, the more I think they do not do a good job of justifying what is expected of students to reach a certain grade level.  This might often leave students frustrated and discouraged because they never really understand how to take the next step and receive a higher grade.

Reflection on Reflection: After exploring all the pros and cons of a math rubric, it made me wonder what the point of them really was in regards to math. I always assumed they were a useful way to give students grades until actually discussing it more in depth. Do teachers have a premeditated idea about a student before they even grade their work?

On page 50 of the courseware pack, the rubric for a level 3 student reads “shows complete understanding of the problem”. A level 4 student reads “shows complete understanding of the problem and has insights beyond the problem”. If the problem is a simple math equation, what is the difference between the two different grade levels? If teachers have premeditated grade levels for students, certain students will never be able to excel in math as there no noticeably difference between the two aforementioned levels.

I have certainly experienced teachers like this, and this is one of the major issues I see with a rubric for the subject of math. It is also something that I will have to continuously be conscience of while grading student’s work.

            Due to the fact that math is such a unique subject to have a rubric for, I think it would be helpful if the students and teacher created their own assessment for this subject together. This way the students know what is expected of them to be able to reach certain grade levels, and they feel included and fully understand what is expected of them.