A rubric for problem-solving strategies based upon Polya’s stages

4 3 2 1
Define and Shows clear Shows clear Shows partially Shows limited
understand the understanding of understanding of the developed understanding of the
Problem problem and identifies problem and identifies understanding of the problem and broader
specific factors that many specific factors problem and indentifies context.
Extracting and influence the approach that influence the a few specific factors
assimilating to a problem before approach to a problem that influence the At level 1 a student
information, solving. before solving. approach to a problem should know what
determines the before solving. the problem asks
goal of the A level 4 students At level 3 a student can At level 2 a student them to find i.e. the
problem, and should be proficient in all clearly identify all should understand the goal.
introduces suitable previous levels and can variables required and variables and/or
notations when reformulate the problem separate these from any information required
needed. if called upon to do so. extraneous information. and use suitable
notation
Devising a plan At level 4 a student can At level 3 a student can At level 2 a student can At level 1 a student
or strategy to recognize or classify the begin to think about identify a viable will select a strategy
solve the structure of the problem. more than one method strategy especially without regard to fit.
problem They can consider one of solution. They can when keywords are Typically based
or more strategies, identify a plan based provided and plan is upon superficial
Making a general coordinate several upon structural aspects straightforward. phrases or keywords
plan and selecting processes into a of the problem not just in the problem.
relevant methods, strategy. They would keywords and phrases Student rarely
“heuristics” that demonstrate the ability but not always with recognizes the need for Student does not
might be useful for to invert a process to accuracy. multiple solutions have ability to
solving the form a plan and clearly however, they can consider new
problem based on articulate their decision They would be able to sometimes do so when strategies even if
the understanding making process (in coordinate two prompted or when clear theirs is clearly not
of the problem words or algebraic processes into a their solution is not appropriate.
formula). strategy and articulate appropriate.
essential components of
their strategy.
Carry out or At level 4 a student can At level 3 a student At level 2 a student At level 1 a student
execute the recognize the need for frequently recognizes does not demonstrate demonstrates
the plan multiple paths to carry the need for multiple well developed thought minimal thought or
out the plan. Reasoning paths to carry out the or reasoning in carrying reasoning in carrying
or thought is fully plan. Reasoning or out the plan. out the plan. States
Generate a developed. They can thought in carrying out Sometimes they at most one,
solution implement plans with the plan is well recognize the need for frequently incorrect
several processes or developed. They can multiple paths to carry solution. Student
steps (including inverse implement plans with out the plan especially does not recognize
processes) and identify limited number of if first attempt fails but multiple paths to
accurately at least one processes or steps and they do so with limited carry out the plan
correct or workable state one or more proficiency. even when solution
(frequently creative) accurate potential appears incorrect.
solution(s). solution(s).
Looking back - At level 4 a student At level 3 a student At level 2 a student At level 1 a student
reflection stage Always analyzes or frequently analyzes or sometime analyzes or does not analyze or
synthesizes results from synthesizes results from synthesizes results. synthesize results.
a wide range of more than one They sometimes apply They rarely apply
perspectives. They can perspective. They background or context background or
always apply frequently apply knowledge of the context knowledge
Is solution background or context background or context problem when of the problem when
correct? knowledge of the knowledge of the considering solutions. considering
problem when problem when They identify partially solutions. They
What to do if considering considering solutions. correct solutions with identify unworkable
solution is not appropriateness of the They include reasoning some reasoning and solutions with little
correct? solution(s). They include behind the evaluation of limited ability to check reasoning.
reasoning behind the most options, and their answer and if they They rarely check
evaluation of each identify one do so are unable to their solution.
options. They can reflect correct/workable make adjustments in
upon solutions to make solution. Incorrect their planning or
adjustments in and solutions lead to execution stages.
provide insights about reflection and
their plan. adjustments in planning.