Cheshire High School Rubric Problem Solving CHS students will select and employ effective problem solving skills for a variety of purposes. Category Exemplary Proficient* Marginal • Accurately and thoroughly • Accurately identifies most • Identifies some Identifying describes relevant constraints or important constraints or constraints or Constraints or obstacles; addresses obstacles obstacles. obstacles; some not Obstacles not readily apparent.

Not Acceptable •

Omits the most significant constraints or obstacles.

accurately identified.

Complex Thinker

Overcoming constraints or Obstacles

•

Identifies creative and plausible solutions; addresses central difficulties.

• Proposes plausible solutions that address the most important constraints and obstacles.

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Presents alternative solutions, but not all address important difficulties.

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Proposed solutions fail to address critical parts of the problem.

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Uses effective, valid, and exhaustive alternatives; trials go beyond requirements; seeks understanding.

• Selected alternatives are adequate and useful.

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Tries alternatives, but trials are incomplete; elements missing.

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Does not derive or does not satisfactorily test selected solutions.

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Provides clear, comprehensive summary of reasoning; reviews decision making process and how alternatives fared.

• Describes process that led to solution; provides defensible rationale for final selection.

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Describes process that led to solution; rationale not clear; some alternatives not explained. Diagrams and/or sketches are somewhat difficult to understand.

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Describes illogical method of arriving at conclusion; alternative solutions not present

Complex Thinker

Selecting and Trying Alternatives Complex Thinker

Explaining Supportive Reasoning Effective Communicator

Diagram/Sketches

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Complex Thinker

Completion

•

Diagrams and/or sketches are clear and greatly add to readers understanding of the procedures. All aspects completed and identified.

Self Directed Learner

*Expected level of performance.

Revised 7/21/2011

• Diagrams and/or sketches are clear and easy to understand.

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• All aspects completed but not all identified.

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Some aspects completed and some identified.

. •

•

Diagrams and/or sketches are difficult to understand or detract from understanding. Many aspects neither completed nor identified.