"Clearly demonstrates how to design rubrics for math, a content area that desperately needs support. The use of rubrics combined with performance tasks helps educators teach math at a higher, more engaging level. A must-have book for all educators seeking to build a strong thinking-based math program." ―Lee Ann Cervini, Principal, Holley Elementary School, NY "Makes a distinct contribution to the field. Not only does the text clearly explain how to create rubrics and performance tasks in a step-by-step manner, each chapter also provides an example for immediate use in the classroom." ―Marcia Carlson, Sixth-Grade Teacher, Crestview Elementary School, Clive, IA Enhance students′ understanding of math concepts through rubrics and hands-on learning! Teaching mathematics in today′s world requires practices and procedures integrated with performance tasks that actively involve students. In this second edition of Designing Rubrics for Mathematics , Eileen Depka clarifies the purpose of rubrics in math instruction and illustrates the relationship between assessment, rubrics, and the National Council of Teachers of Mathematics′ Principles and Standards for School Mathematics (2000). Each chapter in this research-based updated edition offers easy-to-use strategies, suggestions, creative sample problems, and tasks to engage students in hands-on learning while allowing them to have fun in the process. With two new chapters focused on communication to deepen students′ understanding of math concepts and using rubric data to improve instruction, this resource provides teachers with: Reflective activities to use with students for metacognitive processing - Strategies for creating standards-linked rubrics, plus samples - Tips for differentiating performance tasks - How-to′s for student-created rubrics - Internet resource links for rubric development, mathematical focal points, and standards Designing Assessment for Mathematics, Second Edition, demonstrates how to drive instruction and successfully boost achievement levels by providing students with experiences that impact their learning and performance. "Makes a distinct contribution to the field. Not only does the text clearly explain how to create rubrics and performance tasks in a step-by-step manner, each chapter also provides an example for immediate use in the classroom." -- Marcia Carlson, Sixth-Grade Teacher Published On: 2006-12-01 "Clearly demonstrates how to design rubrics for math, a content area that desperately needs support. The use of rubrics combined with performance tasks helps educators teach math at a higher, more engaging level. A must-have book for all educators seeking to build a strong, thinking-based math program." -- Lee Ann Cervini, Principal Published On: 2006-12-01 "From strategies to increase cognitive processing abilities to providing students with tailored experiences to reinforce learning, this book is a solid pick for any education collection." -- California Bookwatch, October 2007 Published On: 2007-11-07 Eileen Depka, PhD, has abackground in assessment, common assessment design, rubric development,standards-based assessment, question design, classroom questioning practices,positive practices in grading and reporting, and the implementation ofstandards-based grading and reporting.She is the author of books including Raising the Rigor, BringingHomework Into Focus , FormativeAssessment in the RTI Framework, DesigningRubrics for Mathematics, Designing Assessment for Mathematics ,and  The Data Guidebook for Teachers and Leaders: Tools for ContinuousImprovement .   Dr. Depka has supervisedand coordinated curriculum, instruction, assessment, special education,educational technology, and continuous improvement efforts. She has taught allsubjects at the elementary and middle levels as well as graduate-level courses.She provides professional development for K-16 educators and, as a consultant,has worked across the country, focusing on creating engaging workshops tailoredto meet the individual needs of the schools and districts.   Dr. Depka earned abachelor's degree in elementary and middle level education from the Universityof Wisconsin and a master's degree and doctoral degree from Cardinal StritchUniversity.   She is passionate aboutstudent achievement and believes that all students can find academicsuccess.  Her goal is to work withteachers and administrators to collectively increase expertise and add tostrategy banks used in schools in order to increase student performance.