Overview

In this performance assessment, students will be using two-way tables to draw conclusions. Specifically, students will be asked to create a two-way table from statements about a survey that was conducted. Next, they will answer questions using marginal and relative frequencies about a two-way table. Students will justify their claims with mathematical calculations and support. This assessment should be used after students have had instruction in creating and analyzing two-way tables.

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Details

Big Ideas & Competencies

Big Ideas Competencies

C. Measurement and Data Analysis

Students can collect and organize data to interpret, model, and investigate issues connected to their communities, lived experiences, and cultural identities.

Using Data 1

Students can construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects.

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Concepts and Procedures
  • Applies some appropriate mathematical processes and/or strategies demonstrating partial understanding of the required concepts and procedures.
  • A basic or partially correct approach is used to solve the problem, but provides insufficient evidence to carry out the necessary procedures.
  • Calculation errors are present.
  • Solutions may be incomplete, failing to address some of the mathematical components presented in the task.
  • Applies appropriate mathematical processes and strategies demonstrating complete understanding of the required concepts and procedures.
  • Uses a logical approach to solve the problem.
  • Few and minor calculation errors, if any.
  • Solutions are complete and address all mathematical components presented in the task.
  • Applies appropriate mathematical processes and strategies demonstrating sophisticated understanding of the required concepts and procedures.
  • Uses the most efficient approach to solve the problem.
  • No calculation errors.
  • Solutions completely address all mathematical components presented in the task and demonstrate advanced mathematical fluency, if applicable.

Reasoning and Explaining
  • Attempts to explain the solution(s) to the task and may provide an incomplete justification for the conclusion(s).
  • Uses some, but limited, mathematical terminology and/or notation.
  • Appropriately explains the solution(s) so that the reader does not have to infer how the task was completed.
  • Justifies the conclusion(s) appropriately at multiple decision points.
  • Uses accurate and appropriate mathematical terminology and notation.
  • Clearly and effectively communicates the solution(s) to convey advanced conceptual understanding of the mathematical content. 
  • Justifies the conclusion(s) effectively at multiple decision points and may evaluate the efficiency or adequacy of differing approaches.
  • Uses precise and sophisticated mathematical terminology and notation.

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