Dear Colleagues

Problem solving is the process of designing, evaluating and implementing a strategy

to answer an open-ended question or achieve a desired goal. Your students would
need to show some evidence of thinking about a problem-solving task (i.e.
reflections on the process from problem to proposed solution).

After learning the problem solving skills your students should be able to define the
problem/issues; identify the relevant law(s), rule(s) & precedents as well as to
analyse the strategies, proposed solutions and conclude with the implementation of
the solution, thoroughly addressing contextual factors of the problem.

To help your students to know what type of problem solving skills they are suppose
to learn and how these skills shall be evaluated the following model rubric (for a 5
marks question) has been prepared. Evaluators will adjust value of each of 5 sub-
parts as per total marks allotted to problem question.

An answer that would fail to meet (benchmark level) performance, as detailed

below, shall be assigned a zero.

Model Rubric for Assessment of Problem Solving Skills

Sr. Process Capstone Milestone Milestone Benchmark

No. Total 4-5 marks 3-4 marks 2-3 marks 1-2 marks
5 marks
1 Defines constructs aconstructs an constructs an limited
Problem/issu clear issueissue issue statement identification
es statement with statement with some of the of issue(s) or
evidence of all with relevant related
relevant evidence of contextual contextual
contextual most of the factors, but factors and
factors. relevant statement is problem
contextual superficial. statement is
factors. vague.
2 Identifies Identifies Identifies Identifies some Identifies one
relevant relevant law(s), relevant of the relevant or more
law(s), rule(s), law(s) , law(s), rule(s), law(s), rule(s),
rule(s) , precedents & rule(s), precedents & a precedents &
approaches for precedents & single approach approaches for
 precedents & solving the approaches for solving the solving the
Strategies problem in the for solving problem in a problem but
specific the problem, specific context. those do not
context. only some of apply in a
which apply specific
in a specific context.
context.
3. Proposes Proposes the Proposes the Proposes a Proposes “off
Solution(s) solution(s) solution(s) solution the shelf ” or ,
that indicate a sensitive to that indicates vague
deep & holistic contextual some sensitivity solution that
comprehension factors as to contextual & addresses the
of the problem. well as to the ethical factors. problem only
ethical and indirectly .
cultural
dimensions
of the
problem.
4. Evaluates Evaluates the Evaluates the Evaluation of Evaluation of
Potential logic, feasibility solution(s) solution is brief solution is
Solution(s) and possible which may and may include superficial
impacts of include the logic or and may not
solution(s). logic , feasibility or include logic/
feasibility likely impacts feasibility/
and possible of solution. likely impacts
impacts of of the solution.
solution(s).
5. Implements Implements Implements Implements the Implements
the the solution(s) the solution in a the solution in
Solution(s) while solution(s) in manner that a manner that
addressing a manner addresses the does not
thoroughly that problem directly
the multiple addresses statement but address the
contextual multiple ignores problem.
factors of the contextual relevant
problem factors of the contextual
problem in a factors.
surface
manner