Multiple Representations:
- This rubric addresses the ability to represent information in multiple ways.
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Competent | Developing | Novice | What? |
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| A 1 | Is able to extract the information from representation correctly | All necessary information has been extracted correctly, and written in a comprehensible way. Objects, systems, physical quantities, initial and final states, etc. are identified correctly and units are correct. Physical quantities have consistent subscripts. . |
Some of the information is extracted correctly, but not all of the information. For example physical quantities are represented with numbers there are no units. Or directions are missing. Subscripts for physical quantities are either missing or inconsistent. |
Information that is extracted contains errors such as labeling quantities incorrectly, mixing up initial and final states, choosing a wrong system, etc. Physical quantities have no subscripts |
No visible attempt is made to extract information from the problem text. |
| A 2 | Is able to construct new representations from previous representations | Representations are constructed with all given (or understood) information and contain no major flaws. |
Representations are created without mistakes, but there is information missing, i.e. labels, variables. |
Representations are attempted, but use incorrect information or the representation does not agree with the information used | No attempt is made to construct a different representation. |
| A 3 | Is able to evaluate the consistency of different representations and modify them when necessary | All representations, both created and given, are in agreement with each other and the explanations of the consistency are provided. |
Representations created agree with each other but may have slight discrepancies with the given representation. Or there is no explanation of the consistency. |
At least one representation is made but there are major discrepancies between the constructed representation and the given one. There is no attempt to explain consistency. | No representation is made to evaluate the consistency. |
| A 4 | Is able to use representations to solve problems | The problem is solved correctly with at least three different representations (sketch, physics representation and math or sketch, words and math, or some other combination) |
The problem is solved correctly but there are only two representations: math and words explaining the solution. |
The problem is solved correctly but no representations other than math were used. | No attempt is made to solve the problem. |
| A 5 | Force Diagram/ Freebody Diagram | The diagram contains no errors and each force is labeled so that it is clearly understood what each force represents. |
FD contains no errors in vectors but lacks a key feature such as labels of forces with two subscripts or vectors are not drawn from single point, or axes are missing. |
FD is constructed but contains major errors such as incorrect mislabeled or not labeled force vectors, length of vectors, wrong direction, extra incorrect vectors are added, or vectors are missing. | No representation is constructed. |
| A 6 | Motion Diagram | The diagram contains no errors and it clearly describes the motion of the object. Dots, velocity arrows and velocity change arrows are correct. |
Diagram has correct spacing of the dots but us missing velocity arrows or velocity change arrows. |
Diagram does not show proper motion: either lengths of arrows (both velocity and velocity change) are incorrect or missing and or spacing of dots are incorrect. | No representation is constructed. |
| A 7 | Sketch | Sketch contains all key items with correct labeling of all physical quantities have consistent subscripts; axes are drawn and labeled correctly. |
Sketch has no incorrect information but has either no or very few labels of given quantities. Subscripts are missing or inconsistent. Majority of key items are drawn. |
Sketch is drawn but it is incomplete with no physical quantities labeled, or important information is missing, or it contains wrong information, or coordinate axes are missing. | No representation is constructed. |
| A 8 | Bar chart: Energy, momentum, others | Bar chart is properly labeled and has energy bars of appropriate magnitudes. The system is clearly identified. |
Bar chart has the energy bars drawn correctly, but some labels are missing or the system is not identified. The bar chart matches the process described with some other representation. |
Bar chart is either missing energy values, bars drawn do not show the conservation of energy or are drawn in the wrong places. Bars could also be labeled incorrectly. The system is not identified. | No representation is constructed. |
| A 9 | Mathematical | Mathematical representation contains no errors and it is easy to see progression of the first step to the last step in solving the equation. The solver evaluated the mathematical representation. |
No error is found in the reasoning, however they may not have fully completed steps to solve problem or one needs effort to comprehend the progression. No evaluation of the math in the problem is present. |
Mathematical representation lacks the algebraic part (the student plugged the numbers right away) has the wrong concepts being applied, signs are incorrect, or progression is unclear. The first part should be applied when it is appropriate. | No representation is constructed. |
| A 11 | Graph | The graph has correctly labeled axes, independent variable is along the horizontal axis and the scale is accurate. The trendline is correct. |
The graph is present and axes are labeled but the axes do not correspond to the independent and dependent variable or the scale is not accurate. The data points are not connected but there is no trendline |
A graph is present but the axes are not labeled. There is no scale on the axes. The data points are connected. | No graph is present. |
This rubric was originally developed by Eugenia Etkina and the rest of the ISLE team at Rutgers University. It is shared here with permission and any modifications in language or focus are entirely my responsibility. My enduring thanks to Eugenia for her dedication to PER and generosity with those of us who admire and follow her work.
A 10 left out (Ray Diagrams) for space considerations
