SNAP math fairs: Assessment and grading

Keep in mind that the problem-solving that precedes the fair is an important part of the math fair project. If you are assigning grades for the math fair, you may wish to have that part reflected in the mark.

To gauge their students, and to help their students prepare for the math fair, teachers have used a variety of marking guidelines. The emphasis depends upon the academic objectives of the school. Here are a few examples.

Assessment Checklist (grade 7)

Suhana Kadoura used the following checklist to help assess each student's accomplishments at the math fair. Following the checklist is a brief description that tells the students what to focus on. There is a clear connection between the checklist and the curriculum guidelines for her school district.

Not shown in the checklist is the fact that she also included space at the end for her observations and comments.

Category	Level 4 High degree of effectiveness	Level 3 Considerable effectiveness	Level 2 Some effectiveness	Level 1 Limited effectiveness
Thinking Use of critical/creative thinking processes.
Application Transfer of knowledge and skills to new context.
Communication Communicates for different audiences (peers, adults & younger students) and for different purposes (to present their problem at various levels, to justify a solution).
Oral & Visual Communication Contribute and work constructively with your group members. Techniques appropriate to an oral presentation.

Mathematical Process Focus:

Problem Solving: develop, select, apply and compare a variety of problem solving strategies as you pose and solve problems, and conduct investigations, to help deepen your mathematical understanding.

Communication: communicate mathematical thinking orally, visually, and in writing, using mathematical vocabulary and a variety of appropriate representations, and observing mathematical conventions.

Representing: create a variety of representations of mathematical ideas, connect and compare them, and select and apply the appropriate representation to solve problems.

Evaluation guidelines (Grade 9)

Lisa Kuntz provided her students with detailed rubrics for different aspects of their math fair projects: the title, visual presentation, graphics and materials, group cooperation, the problem (and solution), and the interaction with the visitors. Here is the rubric for the latter.

5 Wow	There is continual and purposeful interaction between the presenter and investigator. The investigators are constantly using the manipulatives to challenge the problem. There is a strong clear connection between the use of the provided manipulatives and successfully solving the problem. The presenter carefully and skillfully provides investigators with well-timed encouragement and motivation, thought-provoking questions, advice, guidance and direction, and well-crafted hints.
4 Yes	Interaction between the presenter and investigator is meaningful, regular and frequent. The investigators use the manipulatives consistently and with considerable success in challenging the problem. There is a direct connection between the use of the provided manipulatives and successfully solving the problem. The presenter effectively provided investigators with encouragement, direction, advice, hints.
3 Yes, but ...	Interaction between the presenter and investigator is on-going and appropriate. Investigators usually use the manipulatives, and are occasionally successful in challenging the problem with them. There is a reasonable connection between the provided manipulatives and successfully solving the problem. The presenters provide appropriate and reasonably-timed encouragement, direction and hints.
2 No, but ...	Interaction between the presenter and investigator is irregular and lacking in purpose. Investigators use the manipulatives sporadically and without significant success in challenging the problem. There is a weak connection between the provided manipulatives and successfully solving the problem. The presenters provide investigators with inconsistent, ineffective support that is sometimes misleading or confusing.
1 No	There is little or no meaningful interaction between the presenter and investigator. Investigators rarely use the provided manipulatives, and there is little or no connection between them and successfully solving the problem. Meaningful, effective support for the investigator provided by the presenter is generally absent.

A rubric for a math fair (grade 12)

To assess his students, Scott Carlson considered five aspects of the math fair: the visual display, presentation of the problem, understanding of the problem and solution, interaction with the visitors, and teamwork. He provided his high school students with the following evaluation rubric.

5	Display begs for your attention and draws you into the problem. Problem is clearly presented and all details and rules are evident. Each student clearly understands the problem and its solution. Students coach participants well. The whole team consistently and meaningfully contributes.
4	Display is attractive and functional. Problem is well presented with no significant ambiguities. Each student understands the problem and its solution. Students coach participants well. The whole team meaningfully contributes.
3	Display adequately presents the problem, but may not make the task completely clear. The display is utilitarian, or not especially appealing. Problem is presented but some aspects may be ambiguous. Someone from the team understands the problem and solution. Students are able to give some tips to participants, and show the solution when asked. The whole team contributes.
2	Display seems unfinished, or hurriedly assembled. It is messy or unattractive. The problem cannot be understood from the display. The students may not understand the problem, or may not be able to solve it. Students are able to give some tips to participants, but it is not clear that they really know what they are doing. There is little sense of a team. One or more students is passive.
1	Display seems unfinished, or hurriedly assembled. It is messy or unattractive. The problem cannot be understood from the display. The students do not understand the problem, or are not able to solve it. Students are unable to give tips to participants; they do not know what they are doing. There is little sense of a team. One or more students fails to participate.

A marking guide (grades 5 and 6)

Jodi Mackie has used the following guide for grading her students at the math fair. In addition, and not included here, were two questionnaires, one for students to evaluate projects as they visited the other booths, and one so that they could do a self and peer evaluation.

Possible Marks		Comments	Marks Given
5	Personalizing
5	Title
15	Instructions
30	Appearance
5	Materials
30	Hosting
5	Group Cooperation
5	Self & Peer Evaluations
100	Total

Math fair club evaluation (grades 4 and 5)

For Tracy Poulin's math fair club it was inappropriate to assign a grade. However, she felt that both she and her students would benefit if the math club members did a self-evaluation. Here is the questionnaire that she used.

Did you enjoy being part of the Math Fair Club? Why?

What was the best part about the Math Fair? What was something that you felt didn't go well?

What was your biggest challenge in preparing for the fair?

How do you feel the Math Fair went? Do you think the other kids that came enjoyed the activity that you prepared for them? How do you know?

If there was a Math Fair Club next year, would you want to join? Why or why not?