Rubric For Science Process Skills [PDF]

Citation preview

Rubric for Science Process Skills (Revised) Hypothesis / Prediction



Score  



4 High achievement at grade level, consistently uses skills independently



   



Complete thought Based on prior knowledge and/or observation Specifically related to the problem or question Adds reason to show thinking behind prediction / hypothesis Reasons should reflect scientific thought with appropriate vocabulary Independent-written by student without teacher help



Procedures  



    



3 Demonstrates grade level skills



2 Developing grade level skills



1 Performing below grade level, needs to improve



  



  



  



Complete thought Based on prior knowledge and/or observation Specifically related to the problem or question



Incomplete thought Not based on prior knowledge and/or observation Only somewhat related to problem or question Blank, does not verbalize or record prediction / hypothesis Not based on prior knowledge and/or observation Does not relate to problem/ question







 



  







Complete listing of all steps to be followed Specifies all measured amounts with numbers (5 minutes, 1 cup water, etc.) Order of steps is logical Anticipates steps that will be necessary before performing experiment. Conducts multiple trials Identifies all variables to be controlled and experimental variable. Lists most of the steps to be followed Specifies most measured amounts with numbers (5 minutes, 1 cup water, etc.) Order of steps is logical Identifies experimental variable and some variables to be controlled. Lists some of the steps to be followed Order of steps is logical Lists experimental variable, but does not list variables to be controlled. Lists some of the steps to be followed



Collecting / Recording Data



Observations 











 



  



  



Chooses and properly uses necessary tools / instruments (i.e., hand lens) when appropriate Does not state opinions or use anthropomorphic descriptions (give human qualities to non-human objects/concepts) Records observations through words or drawings



Properly uses necessary tools / instruments (i.e., hand lens) when appropriate Does not state opinions or use anthropomorphic descriptions (give human qualities to non-human objects/concepts) Records observations through words or drawings Improperly uses necessary tools / instruments when tools are appropriate States opinions or uses anthropomorphic descriptions (give human qualities to nonhuman objects/concepts) Does not record observations Does not use necessary tools / instruments when tools are appropriate Does not record observations



     



    



   



  



Data is recorded correctly Measurements/labels are specified correctly Data collected has uniform labels (i.e., all in mL) Logical order Information can be easily read Student organizes data in appropriate format (chart, graph, etc.) without help from teacher



Data is recorded correctly Measurements/labels are specified correctly Data collected has uniform labels (i.e., all in mL) Logical order Information can be easily read



Data is recorded with some mistakes Data not completely labeled No logical order Information may be difficult to read Data not recorded Data recorded incorrectly (not labeled, no logical order, etc.) Incomplete information



Score



Analyze Data  



4 High achievement at grade level, consistently uses skills independently



       



3 Demonstrates grade level skills



2 Developing grade level skills



          



1 Performing below grade level, needs to improve



   



Independent-written by student without teacher help Checks data to see if information recorded is reasonable/logical. Can explain why some pieces of data may not fit (explains sources of error). Can generate simple questions about data collected Complete sentence (when applicable); complete thought Can explain verbally or in writing how data is organized (understands organization of charts/graphs, etc.) Can accurately state/write results of experiment based on data Can determine if data was collected/recorded accurately Evaluates relevance of data collected to original question Clearly understands reliability of data increases with increased repetition of experiment) Checks data to see if information recorded is reasonable/logical Complete sentence (when applicable); complete thought Can explain verbally or in writing how data is organized Can accurately state/write results of experiment based on data Can determine if data was collected/recorded accurately Evaluates relevance of data collected with original question Understand reliability of data increases with repetition Overlooks data collected that is not logical or reasonable Incomplete sentence or thought Cannot clearly explain how data is organized (difficulty understanding charts/graphs) Cannot accurately state/write results of experiment based on data Cannot specify relevance of data collected to original question and/or explanation is only somewhat reasonable Evaluation of information is not related to actual data collected and/or is not a reasonable explanation of results Incomplete sentence or thought No or little attempt to determine results Blank



Conclusions       



Complete sentences or thought Explains how data supported (or didn’t support) the original hypothesis States results of experiment (after examining accuracy of data) Clearly reflects original question Interprets meaning of results by applying it correctly to a bigger “science concept” Independent-written by student without teacher help With teacher help may develop new questions based on conclusion



   



Complete sentence or thought States results of experiment Clearly reflects original question Interprets meaning of the results by applying it correctly to a bigger “science concept”







Sentence is not complete and/or thoughts are fragmented States results of experiment Attempts to apply results to the bigger picture “science concept” (on the right track)



 



   



Blank Indecipherable Incomplete-little attempt to develop conclusion Doesn’t relate to experiment



*Draws conclusions: Decides how data supported or didn’t support the original hypothesis; determines the relevance of data in comparison with the key question and hypothesis; examines accuracy of data and outcome of experiment; possibly reevaluates/changes hypothesis and redesigns experiments as a result; suggests new questions related to the experiment that could be investigated.