PROJECT – The Golden Ratio and the Human Body
Level of Proficiency
Level
Criteria 1
Introduction
Key Question: Was I able to see
what the students aim of the task
was and how they were going to
achieve that aim?
Criteria 2
Collecting Data
Key Question: Was I able to see
what data was collected, how the
data was collected and see it
clearly organized ready for
analysis?
Criteria 3
Mathematical Analysis
Key Question: Was I able to see
and understand how the student
analyzed the data relevant to the
task?
Criteria 5
Results and Accuracy
Key Question: Was I able to
ascertain that the student generated
correct results in the task?
Criteria 6
Conclusion
Key Question: Was I able to see
that the student answered the aim
of the task and did they use their
results to explain their conclusion?
4 3
Exemplary
The student explicitly states
the aim of the task.
The student explains in detail
how they are going to achieve
that aim.
The student collected
complete, accurate and
relevant data for the task
The student clearly
organized the data ready for
analysis
The student chose completely
suitable methods to analyze
the data.
The mathematical analysis
was complete and coherent.
The student generates correct
results throughout the task.
The student clearly and
completely answers the
essential questions of the task.
The student uses their results
to critically explain their
conclusion.
Proficient
The student clearly states the
aim of the task.
The student explains how
they are going to achieve that
aim.
The student collected data
mostly relevant for the task.
There may be some minor
errors in the data
The student organized the
data ready for analysis
The student chose suitable
methods to analyze the data.
The mathematical analysis
was mostly complete and /or
coherent.
The student generates results
that are mainly correct.
The student answers the
essential questions of the task.
The student uses their results
to explain their conclusion,
but not in great detail.
2 1
Developing
The student does not
explicitly state the aim of the
task, but it is implied through
the task.
The student attempts to
explains how they are going
to achieve that aim, but it is
unclear.
The student collected some
data which was mostly
relevant for the task. There
are some minor errors in the
data
The student attempted to
organize the data ready for
analysis
The student chose some
suitable methods to analyze
the data, but some methods
were not relevant to the task
Some mathematical analysis
was done, but was difficult to
follow.
The student generates some
correct results or the same
error is consistently applied to
several results.
The student answers the
essential questions of the task.
The student does not use their
results to explain their
conclusion, or the results do
not support the conclusion.
0
Emerging Insufficient
Evidence
The student does not state
the aim of the task, and it is
not implied through the
task.
The student attempts
attempt to explain how they
are going to achieve that
aim, but it is unclear.
The student collected
minimal or no data. There
are major errors in the
data.
There was poor or no
organization of the data
The student did not choose
suitable methods to analyze
the data, and was mostly
not relevant to the task.
Minimal/no mathematical
analysis was done, and was
difficult to follow.
The student makes no
attempt to generate any
results, or the results
generated are completely
incorrect.
The student attempts to
answer the essential
questions of the task.
The student does not use
their results to explain their
conclusion.