CABS Identifier_______________ DOK_____
Descriptive Feedback Rubric (A template)
(Depth of Knowledge)
Not Proficient
Proficient
Feedback Levels
(E)
Excellent
example
(4 points)
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
(M)
Meets
expectations

(3 points)

(R)
Needs
Revision

(2 points)
(I)
Insubstantial







(1 point)
(N)
No Response
(0 points)
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Thinking
Classification
Levels
Demonstrated by
Students
Student demonstrates a thorough understanding of the
mathematical concepts and/or procedures
Student responds correctly to the problem using mathematical
procedures and/or concepts
Student provides clear and complete explanations and
interpretations containing work, diagrams, or calculations, unless
otherwise stated
May contain minor flaws that do not detract from the
demonstration of a thorough understanding
Student demonstrates an understanding of the mathematical
concepts and/or procedures
Student’s response is essentially correct
The mathematical procedures and/or concepts used and the
explanations and interpretations provided demonstrate an
essential but less than thorough understanding of the problem
May contain minor errors that indicate some misunderstanding
of the underlying mathematical concepts and/or procedures
Student demonstrates only a partial understanding of the
mathematical concepts and/or procedures
Response lacks an essential understanding of the underlying
mathematical concepts even though the student used a correct
approach or provided a correct solution
Response contains errors related to the misrepresentation of
important aspects of the problem, misuse of mathematical
procedures and/or concepts, or misrepresentation of results
Student demonstrates a very limited understanding of the
mathematical concepts and/or procedures
Response is incomplete and exhibits many flaws
Response may have addressed some of the conditions of the
problem, but the conclusion is inadequate and/or includes
reasoning that was faulty or incomplete
Response exhibits many errors or is incomplete
Student provides a completely incorrect solution
Response cannot be interpreted
No response at all
Thinking Classification Level 1
• Recognizing and recalling
• Computing
Task Specific Features
Thinking Classification Level 2
• Using fundamental concepts
• Describing and applying basic facts,
terms, rules, concepts, definitions
New teaching strategies needed. Problem or item is revisited later.
(New strategies needed.)
Thinking Classification Level 3
• Concluding a process
• Explaining a complex idea
• Communicating ideas effectively
Adapted from Wisconsin DPI WKCE-CRT Grade 10 Rubric for Extended Constructed Response and the Everyday Rubric.
Thinking Classification Level 4
• Synthesizing / “What if..?”
• Evaluating and Extending
• Making connections