Open-Ended Assessments Examples and Rubrics

Open-Ended Assessments The following slideshow provides examples of open-ended assessments in various math content areas. To view the scoring rubric for each assessment, click the View Scoring Rubric button.

Number and Operations (Grade 3) Open-ended assessment: Oscar and his class were trying to raise money for field trips. During his lunch, Oscar worked at their bake sale. The cost of each cookie was 70¢. Ms. Reed told Oscar she wanted to purchase one cookie. She handed him $1.00. Oscar gave Ms. Reed one cookie and 25¢. Did Oscar give Ms. Reed the correct change back? Explain your answer. Draw one combination of coins that Oscar could use to give Ms. Reed the correct amount of change. View Scoring Rubric

Number and Operations (Grade 3) Solution : It was not the correct amount of change. The correct math sentence is $1.00 - .70¢= 30¢. Possible combinations: one nickel and one quarter; three dimes; five pennies and one quarter; 2 nickels and two dimes.   Scoring Rubric 2 Points: The student writes the correct reason why 25¢ was not the correct amount of change. The student illustrates a combination of coins to make the correct amount of change. 1 Point: The student writes the correct reason why 25¢ was not the correct amount of change or the student illustrates a combination of coins to make the correct amount of change. 0 Points: The student writes incomplete or inaccurate response or the student illustrates a combination of coins to make incorrect amount of change or The student illustrates a wrong combination of coins to make the correct amount of change. Open-ended assessment: Oscar and his class were trying to raise money for field trips. During his lunch, Oscar worked at their bake sale. The cost of each cookie was 70¢. Ms. Reed told Oscar she wanted to purchase one cookie. She handed him $1.00. Oscar gave Ms. Reed one cookie and 25¢. Did Oscar give Ms. Reed the correct change back? Explain your answer. Draw one combination of coins that Oscar could use to give Ms. Reed the correct amount of change.

Algebra (Grade 3) View Scoring Rubric Open-ended assessment: As a Mother’s Day present, Kenia decided to make a bracelet for her mother. She used her mother’s two favorite color beads: blue and green beads.   If Kenia continues the pattern, what are the next three beads she will put on the string? If Kenia continues her pattern until she has used a total of 16 blue beads, how many green beads will she have used? Show your work or explain your answer. View Scoring Rubric

Algebra (Grade 3) Open-ended assessment: Solution : Blue, blue, and green; 8 green beads; There is one green bead for every 2 blue beads. 16/2=8. or Blue, blue, and green; 7; blue, blue, green, blue, blue, green, blue, blue, green, blue, blue, green, blue, blue, green, blue, blue, green, blue, and blue beads.   Scoring Rubric 3 points: The student’s answer contains all three components: Draws the next three beads correctly. Determines Kenia will use 7 or 8 green beads Shows work to extend the pattern to 16 blue beads have been used (16/2=8; Continue the pattern to show 16 blue beads). 2 points: The student’s answer contains two of the three components listed above.  1 point: The student’s answer contains one of the three components listed above. 0 Points: The student’s answer contains none of the three components listed above. Open-ended assessment: As a Mother’s Day present, Kenia decided to make a bracelet for her mother. She used her mother’s two favorite color beads: blue and green beads.   If Kenia continues the pattern, what are the next three beads she will put on the string? If Kenia continues her pattern until she has used a total of 16 blue beads, how many green beads will she have used? Show your work or explain your answer

Data Analysis and Probability (Grade 4) Open-ended assessment: Ashley loves eating yellow, green, and red candies. During snack time, she opens her can and finds 10 yellow, 6 green, and 4 red candies in her can. She decided to look away while pulling one candy out at a time from her can. What is the probability of Ashley pulling a red candy from the can? Which color candy is Ashley more likely pull from the can? Explain why. Ashley decides to share with her friend. She pulls 4 yellow candies out and gives them to her friend. Now, what is the probability of Ashley pulling a yellow candy from the can? Explain your answer. View Scoring Rubric

Data Analysis and Probability (Grade 4) Scoring Rubric 3 points: The student’s answer contains all three of the following components: The student writes 4 out of 20. The student recognizes that yellow candies would be more likely to be pulled from the can and gives a reasonable explanation (because half of the candies in the can are yellow) The student writes the new probability correctly as 6 yellow candies out of 16 total candies or equally likely to pull yellow and green candies and gives an appropriate explanation (The yellow and green candies are equal). 2 points: The student’s answer contains two of the three components listed above. 1 point: The student’s answer contains one of the three components listed above. 0 points: The student’s answer contains none of the three components listed above. Open-ended assessment: Ashley loves eating yellow, green, and red candies. During snack time, she opens her can and finds 10 yellow, 6 green, and 4 red candies in her can. She decided to look away while pulling one candy out at a time from her can. What is the probability of Ashley pulling a red candy from the can? Which color candy is Ashley more likely pull from the can? Explain why. Ashley decides to share with her friend. She pulls 4 yellow candies out and gives them to her friend. Now, what is the probability of Ashley pulling a yellow candy from the can? Explain your answer.

Measurement (Grade 4) View Scoring Rubric Open-ended assessment: Mrs. Bennafield’s class is making a rectangular garden near the school playground. Their garden will be 6 feet long and 3 feet wide. Illustrate their garden on the grid. Mrs. Bennafield‘s class Has purchased 24 feet of fencing. Will her class have enough fence to Keep their whole garden safe? Explain and show your work. Mrs. Bennafield knows how hard it is to keep unwanted grass out of her garden so she decides to purchase plastic covering for the garden. How much plastic covering will her class need to cover the whole garden? Explain and show your work.. View Scoring Rubric = 1 square foot

Measurement (Grade 4) Open-ended assessment: Solution: Draws a 6 feet by 3 feet rectangle on the grid. Yes. 6+6+3+3= 18. 18 feet is less than 24 feet. The class needs 6x3=18 feet of plastic covering   Scoring Rubric 3 points: The student’s answer contains all three of the following components: 6 feet by 3 feet rectangle on the grid. A written answer explaining that the class has enough fencing for the garden and shows work (6+6+3+3=18). A written answer of 18 and shows work (6 x 3=18 or 18 squares).  2 points: The student’s answer contains two of the three components listed above.   1 Point: The student’s answer contains one of the three components listed above. 0 points: The student’s answer contains none of the three components. Open-ended assessment: Mrs. Bennafield’s class is making a rectangular garden near the school playground. Their garden will be 6 feet long and 3 feet wide. Illustrate their garden on the grid. Mrs. Bennafield‘s class Has purchased 24 feet of fencing. Will her class have enough fence to Keep their whole garden safe? Explain and show your work. Mrs. Bennafield knows how hard it is to keep unwanted grass out of her garden so she decides to purchase plastic covering for the garden. How much plastic covering will her class need to cover the whole garden? Explain and show your work.. = 1 square foot = 1 square foot