Scoring Guide, 2002 Team Project

Washington State Mathematics Council
High School Team Mathematics Contest
SCORING GUIDE for the WSMC Team Project

Your investigation will result in three "products." The first will be a written report. The second will be a very brief presentation before an audience and a panel of judges. The third will be a display of some kind that you will use to summarize your findings for students, judges, and others who will come to you and ask you questions about your work. In all three, you will need to explain your findings and conclusions, give reasons for the variables you decided to investigate, for the methods you chose to employ in the investigation, and so forth. In the final evaluation, the report will account for 70% of the total points. The presentation will account for 15% and the display will account for the remaining 15%. Below you will find explanations of these three products and the ways in which they will be evaluated.

The report, the presentation, and the display will be evaluated according to your performance on the criteria shown below. You will receive 0, 1, 2, 3, or 4 points on each of these criteria. When you meet expectations for a criterion, you will be awarded 3 points for that criterion. Four points will be awarded to those who, in the judgment of the evaluators, exceed expectations. Zero points will be awarded if there is no effective response.

I. The Report (70%)

The entire report should be ten pages or fewer. The pages should be numbered and have one inch margins all around. Please use a legible font and do not use a font smaller than 12 points for the text of the report. The following is a scoring guide for the report.

Addressing the problem, 12 points

Address the problem that was posed.

The problem you addressed is the one that was given. It has been addressed within your context but it has not been substantially modified.

.

Restate the problem in your context.

The problem is clearly and succinctly restated in the report's introduction so that the reader will know what the problem means in your context.

**Address the problem that was posed.**
	The problem you addressed is the one that was given. It has been addressed within your context but it has not been substantially modified.

**Restate the problem in your context.**
	The problem is clearly and succinctly restated in the report's introduction so that the reader will know what the problem means in your context.

Communicate your plan for addressing the problem.

A clear and succinct plan for addressing the problem is outlined following your restatement of the problem. The plan should follow a logical progression. For example, "In order to address the problem we needed to know x. Therefore we did y."

Data, 12 points

**Communicate your plan for addressing the problem.**
	A clear and succinct plan for addressing the problem is outlined following your restatement of the problem. The plan should follow a logical progression. For example, "In order to address the problem we needed to know x. Therefore we did y."

Data sources must be clearly identified and cited.

You clearly identify the sources of data you use to address the problem. Your citation should allow an informed and competent reader to find the same information.

**Data sources must be clearly identified and cited.**
	You clearly identify the sources of data you use to address the problem. Your citation should allow an informed and competent reader to find the same information.

Data sources must be appropriate and reliable.

The data sources you choose would be acceptable to an "expert"* in the relevant field.

**Data sources must be appropriate and reliable.**
	The data sources you choose would be acceptable to an "expert"* in the relevant field.

Data sources must be sufficient.

You give evidence to show that if multiple sources of data are available, you have investigated these to the point where you can make a reasoned choice about using one or more of these.

Mathematics, 32 points (This section receives double weight: 16x2=32)

**Data sources must be sufficient.**
	You give evidence to show that if multiple sources of data are available, you have investigated these to the point where you can make a reasoned choice about using one or more of these.

The mathematics you use must be appropriate.

You have selected mathematical tools (algorithms, techniques, procedures, models, etc.) that have the potential to address the problem effectively. A K-12 math "expert"* would probably make the same selection.

The mathematics you use must be clearly justified.

You have given a clear and succinct justification for substantial choices among mathematical tools (e.g., You don't need to explain why you chose addition when you need the sum of a set of numbers. You should explain more sophisticated choices such as why you decided to use a linear model to predict growth rather than an exponential model.

**The mathematics you use must be appropriate.**
	You have selected mathematical tools (algorithms, techniques, procedures, models, etc.) that have the potential to address the problem effectively. A K-12 math "expert"* would probably make the same selection.

**The mathematics you use must be clearly justified.**
	You have given a clear and succinct justification for substantial choices among mathematical tools (e.g., You don't need to explain why you chose addition when you need the sum of a set of numbers. You should explain more sophisticated choices such as why you decided to use a linear model to predict growth rather than an exponential model.

The mathematics you use must be adequate/sufficient.

The mathematical tools you selected enable you to address the problem effectively and efficiently.

You've done enough.

The mathematics you use must be correctly applied.

You have used the mathematical tools (algorithms, techniques, procedures, models, etc.) successfully. There are no substantial mistakes in your mathematics.

**The mathematics you use must be adequate/sufficient.**
	The mathematical tools you selected enable you to address the problem effectively and efficiently. You've done enough.

**The mathematics you use must be correctly applied.**
	You have used the mathematical tools (algorithms, techniques, procedures, models, etc.) successfully. There are no substantial mistakes in your mathematics.

Communicating the Results, 20 points

Your conclusions must be clearly and correctly tied to and supported by the mathematical analysis.

You are able to explain how you have used mathematics to make sense of and solve the problem. Your explanation follows a clear and logical sequence that makes sense to a K-12 mathematics "expert"*.

**Your conclusions must be clearly and correctly tied to and supported by the mathematical analysis.**
	You are able to explain how you have used mathematics to make sense of and solve the problem. Your explanation follows a clear and logical sequence that makes sense to a K-12 mathematics "expert"*.

The figures and graphics must be necessary and sufficient.

You used representations of mathematics (tables, graphs, charts, etc.) that assist the reader in understanding your work and your conclusions. Every representation has a clear and considered purpose.

**The figures and graphics must be necessary and sufficient.**
	You used representations of mathematics (tables, graphs, charts, etc.) that assist the reader in understanding your work and your conclusions. Every representation has a clear and considered purpose.

The figures and graphics must be clearly labeled.

The meaning of the figure or graphic is clear to a competent reader. You have a succinct and informative title for each figure or graphic. The axes or dimensions are labeled, etc.

**The figures and graphics must be clearly labeled.**
	The meaning of the figure or graphic is clear to a competent reader. You have a succinct and informative title for each figure or graphic. The axes or dimensions are labeled, etc.

The figures and graphics must be tied to the text.

When a figure or graphic appears in the report it has a figure number in the lower left corner (i.e., figure 1, figure 2, etc. ). Each figure is clearly connected to a point that you are making in the report. (e.g., "The data / results in figure 4 show that...")

**The figures and graphics must be tied to the text.**
	When a figure or graphic appears in the report it has a figure number in the lower left corner (i.e., figure 1, figure 2, etc. ). Each figure is clearly connected to a point that you are making in the report. (e.g., "The data / results in figure 4 show that...")

Your grammar is correct.

You have very few grammatical errors**. You must have page numbers. You should use some acceptable style standard (e.g., Strunk and White, APA, etc.). While you do not have to be obsessive about this, deviations from a standard should not detract from the report's readability. Your source citations must also conform to some standard format.

**Your grammar is correct.**
	You have very few grammatical errors**. You must have page numbers. You should use some acceptable style standard (e.g., Strunk and White, APA, etc.). While you do not have to be obsessive about this, deviations from a standard should not detract from the report's readability. Your source citations must also conform to some standard format.

II. The Display (15%)

On the day of the contest, you will set up and "staff" a display where you will talk with people about your investigation. You should have some sort of visual display that summarizes the highlights of your investigation. This, however, is only part of the process. More importantly, you should be prepared to summarize the results generally and to answer specific questions from judges and students about your work. These questions can cover any aspect of the work you have done, including details from the report and will allow the judges to finish their evaluation of the investigation. These displays will be set up in an area that is available to all of the participants in the contest and so you may also get questions from others who are interested in your work. At least one member of the team must be present at all times. The following is a scoring guide for the display.

12 points

Your display and the people supporting it must:

explain your interpretation of the problem.

Your display and your verbal explanation should allow a competent and interested reader or listener to understand the basis of the problem in the context of your school.

**explain your interpretation of the problem**.
	Your display and your verbal explanation should allow a competent and interested reader or listener to understand the basis of the problem in the context of your school.

explain and justify the approach you took.

Your display and your verbal explanation should allow a competent and interested reader or listener to understand why you selected major mathematical tool and techniques.

**explain and justify the approach you took**.
	Your display and your verbal explanation should allow a competent and interested reader or listener to understand why you selected major mathematical tool and techniques.

explain and justify your conclusions.

Your display and your verbal explanation should allow a competent and interested reader or listener to understand your solution to the problem that was posed.

**explain and justify your conclusions**.
	Your display and your verbal explanation should allow a competent and interested reader or listener to understand your solution to the problem that was posed.

III. The Presentation (15%)

On the day of the contest, your team will give a very brief (about five minutes) presentation summarizing your investigation. The evaluation of the presentation will focus more on your communication skills than on the quality of the mathematics, which receives primary emphasis in the report and the display. The following is a scoring guide for the presentation.

24 points

Your presentation should be informative.

Your presentation should include sufficient information so as to enable listeners to understand what is important about this problem and your conclusion or solution to the problem.

**Your presentation should be informative.**
	Your presentation should include sufficient information so as to enable listeners to understand what is important about this problem and your conclusion or solution to the problem.

Your presentation should be clear.

The style, structure, and sequence of your presentation should enable listeners to easily understand your work on the problem.

**Your presentation should be clear.**
	The style, structure, and sequence of your presentation should enable listeners to easily understand your work on the problem.

Your presentation should be convincing.

The style, structure, and sequence of your presentation should convince listeners that you used mathematics effectively to understand and address the problem.

Your presentation should be compelling.

The style, structure, and sequence of your presentation should keep listeners engaged, involved, and interested.

**Your presentation should be convincing.**
	The style, structure, and sequence of your presentation should convince listeners that you used mathematics effectively to understand and address the problem.

**Your presentation should be compelling.**
	The style, structure, and sequence of your presentation should keep listeners engaged, involved, and interested.

Your presentation should be succinct.

Your presentation must be completed within the allotted time.

**Your presentation should be succinct.**
	Your presentation must be completed within the allotted time.

Your presentation should be responsive to questions.

You must be prepared to answer reasonable questions from the audience or judges.

**Your presentation should be responsive to questions.**
	You must be prepared to answer reasonable questions from the audience or judges.

* An "expert" is someone who is very familiar with the context of this question and who has a very competent and informed grasp of K-12 mathematics.

** You should have the report proof read by an expert--consider one of your school's language arts teachers.

Return to WSMC Home Page