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Rubric for Rating Oral Presentations
Proficient
4 - excellent
Student shows enthusiasm and
presents information in logical,
Organization interesting sequence which engages
the audience.
Accurate and in depth information, Accurate information,
Content sufficient amount of information, sufficient information,
proper citing of resources. some resources not cited. resources are not cited.
Student demonstrates full
knowledge (more than required) and
Subject Knowledge
answers all questions with
explanations and elaboration.
The electronic presentation displays
elements of creativity and style, and
Style/Mechanics is not simply a list of information.
(PowerPoint) The electronic presentation is
presented in a clear and concise
manner.
Student uses a clear voice and
correct, precise pronunciation of
Communication & Time terms so that all audience members
Management can hear presentation. The
presentation was of the proper
duration.
Overall Rating Excellent
Comments (continue on back if needed):
Student Name:
Acceptable Needs Improvement Unacceptable Pts.
3- good 1- fair 0- poor
Student presents Audience has difficulty following Delivery not smooth and
information in logical presentation because student audience attention lost
sequence which audience jumps around. because there is no sequence
can follow. of information.
Some information is inaccurate, Information is inaccurate, most
sufficient information, some sources are not cited.
Student is at ease with
Student is uncomfortable with Student does not have grasp
information and gives
information and is able to of information; student cannot
expected answers to all
answer only rudimentary answer questions about
questions, but fails to
questions. subject.
elaborate.
The electronic
presentation is clear and Lacks style and reads more like a The presentation lacks a clear
logical and contains list of information, than as a focus and there are many
pertinent information support for an oral presentation. errors. Electronic presentation
and images. Good clear Lacks neatness and clarity. is not creative.
oral presentation.
Student's voice is clear. Student's voice is low. Student
Student mumbles, incorrectly
Student pronounces incorrectly pronounces terms.
pronounces terms, and speaks
most words correctly. Audience members have
Most audience members difficulty hearing presentation too quietly for students in the
back of class to hear and/or
can hear presentation. and/or the presentation was
the presentation was too brief
The presentation was of somewhat short or somewhat
or too long.
the proper duration. long.
Good Fair Poor
Rubric for Rating Portfolio Reflections – Initial submission
SKILLS Level 5
Excellent
Outcome Demonstrates conscious and
thorough understanding of
mastery the knowledge and skills
acquired for this domain over
the course of the graduate
program
Using student learning
Depth of objectives from course
syllabi, the student addresses
reflection what they learned, how they
learned it, and what is next
with regard to learning, for
this domain
Substantiation of
Artifacts provide specific
claims examples to support claims
and interpretations
Writing Student demonstrates use of
conventions sophisticated language with
essentially no spelling or
grammatical errors
Overall Rating Excellent
Comments:
Level 4
Proficient
Demonstrates a thoughtful
awareness of the
knowledge and skills
acquired for this domain
over the course of the
graduate program
Using student learning
objectives from course
syllabi, the student
addresses what they
learned and how they
learned it, for this domain,
but does not address plans
for future learning
Artifacts provide relevant
examples to support claims Artifacts support most of the
and interpretations claims and some interpretations interpretations
Student demonstrates use
of sophisticate language
with almost no spelling or
grammatical errors
Proficient
Student Name:
Level 3
Acceptable
Demonstrates a basic awareness
of some of the knowledge and
skills acquired for this domain
over the course of the graduate
program
Using student learning
objectives from course syllabi,
the student addresses either
what they learned or how they
learned it for this domain, and
does not address plans for
future learning
Artifacts provide vague
support to the claims and
Student demonstrates use of
clear and interpretable language
with occasional spelling and
grammatical errors
Good
Level 2
Needs Improvement
Demonstrates a limited
awareness of one or two of
the knowledge and skills
acquired for this domain
over the course of the
graduate program
The written information
either what they learned,
how they learned it, and/or
what is next, for this
domain, but does not tie the
learning to objectives from
course syllabi
Student demonstrates
frequent errors and use of
unclear or incomplete
sentences so that
comprehension is difficult
Fair
Level 1
Unacceptable
Demonstrates little or no
awareness of the knowledge
and skills acquired for this
domain over the course of
the graduate program
The written information
provided does not reference
student learning objectives
from course syllabi, and does
not address what they
learned, how they learned it,
or what is next, for this
domain
Artifacts do not support the
claims and interpretations
Student demonstrates
multiple errors so that
comprehension is almost
Poor
Rubric for Final Exam Essay Student Name:

Dimension Proficient Acceptable Needs Improvement Unacceptable Pts.

4 - excellent 3- good 1- fair 0- poor
Thesis is placed at the start of
the argument, is well Thesis is somewhat There is a thesis statement No discernable thesis
Thesis - 10% articulated and defensible and unclear or is not supported but it is very unclear. statement
explains why the two works by argument.
are related.

Conclusion is a concise, well- Conclusion is somewhat There is a conclusion but it

Conclusion - 10% written summary of the related to the thesis and is not obviously related to No conclusion
argument argument. the thesis or argument

Paper is structured in a series Less than half of the

of well-written paragraphs, all Most of the material Paper is not structured as
Structure - 20% material supports the
of which support the main supports the thesis a coherent argument
thesis
thesis
Accurately represents Accurately represents at
Accurately represents more No accurate
Ideas - 20% multiple ideas with at least least one idea from each
than one idea from each work one from each work representations of ideas
work

Multiple citations from each Multiple specific citations No more than one from
work that are all specific and from each source, at least each, or multiple that are No specific citations from
Evidence - 20% well integrated to support some of which support the not well integrated to either work
thesis main thesis support the thesis

Several minor flaws, or at

No more than three minor No more than an average least one major flaw (e.g. a Multiple and major flaws
Style - spelling grammatical or spelling flaws of two or three minor in spelling, grammar
sentence that makes no
grammar, etc. - 20% in the entire paper flaws per page sense), per page and/or style

Comments:
Rubric for writing assignment
CATEGORY 4 3
All topics are addressed and
Amount of Informaton all questions answered with
sufficient detail and examples.
Information clearly relates to
the main topic. Points are
Quality of information clearly made. Analysis is
sophisticated
All sources (information and
graphics) are accurately
Sources documented in the desired
format.
No grammatical, spelling or
Mechanics punctuation errors.
Information is very organized
Organization with well-constructed
paragraphs and subheadings.
Overall Rating 4 3
Comments:
Student Name:
2 1 Pts.
All topics are
addressed and most
All topics are addressed,
questions answered One or more topics were
with at least minimal
and most questions
not addressed.
answered - detail is lacking
detail - and at least
one example.
Information clearly Information clearly relates
Information has little or
relates to the main to the main topic. Points
nothing to do with the
topic. Points are are insufficiently
main topic. There is no
made, but analysis is developed. Analysis is
critical analysis.
weak. minimal
All sources
(information and All sources (information
graphics) are and graphics) are
Some sources are not
accurately accurately documented,
accurately documented.
documented, but a but many are not in the
few are not in the desired format.
desired format.
Almost no Many grammatical,
A few grammatical spelling,
grammatical, spelling
or punctuation errors.
spelling, or punctuation
or punctuation errors errors.
Information is
Information is organized,
organized with well- The information appears
constructed
but paragraphs are not
to be disorganized.
well-constructed.
paragraphs.
2 1
Rubric for General Writing Assignment Student Name:

Proficient Acceptable Needs Improvement Unacceptable Pts.

4 - excellent 3- good 1- fair 0- poor

Thesis statement could

Thesis is well articulated, No discernable thesis
use some further There is a thesis statement,
Thesis - 20% defensible, and answers the
question. clarification or but it is unclear or off-topic statement
refinement

More than one

More than one citation, all of
Textual citations* - which are specific and well
30% integrated to support thesis
citation, at least one of No more than one, or
multiple that are not well
No specific citations of
which is well integrated integrated to support thesis text
to support thesis

Accurately represents more than

Accurate one idea and demonstrates an No accurate
Accurately represents Accurately represents at least
representation of understanding of the author's representations of
overall argument/purpose in the more than one idea one idea from author
author's ideas - 30% author's ideas
relevant text

Several minor flaws per page

Multiple and major flaws
Spelling, grammar and No more than three minor
grammatical or spelling flaws in
No more than three or at least one major flaw
minor grammatical or (e.g. a sentence that makes in spelling, grammar
style - 20% the entire paper spelling errors per page no sense, or a text that is and/or style
more than 5% short)

*these do not have to be quotes, but they do need to at least cite specific content of the rel

Comments:
t of the relevant text
Rubric for Research Paper in APA style
Category Excellent
(exceeds standards)
Strong introduction of topic’s key
question(s), terms. Clearly
delineates subtopics to be reviewed.
Introduction Specific thesis statement.
All material clearly related to
subtopic, main topic. Strong
organization and integration of
Focus & Sequencing material within subtopics. Strong
transitions linking subtopics, and
main topic.
Strong peer reviewed research
based support for thesis.
Support Sources
Strong review of key conclusions.
Strong integration with thesis
statement. Insightful discussion of
Conclusion impact of the researched material
on topic.
The paper is free of grammatical
General APA errors and spelling & punctuation.
formatting
No errors in APA style. Scholarly
style. Writing is flowing and easy to
APA Style & follow.
Communication
Citations & All references and citations are
correctly written and present.
References
Comments:
Student Name:
Good
(occasionally exceeds)
Conveys topic and key
question(s). Clearly delineates
subtopics to be reviewed.
General thesis
All material clearly related to
subtopic, main topic and
logically organized within
subtopics. Clear, varied
transitions linking subtopics,
and main topic.
Sources well selected to support Sources generally acceptable but Few sources supporting thesis.
thesis with some research in
support of thesis.
Strong review of key
conclusions. Strong integration
with thesis statement. Discusses
impact of researched material
on topic.
Grammatical errors or spelling & Very few grammatical, spelling
punctuation are rare and do not or punctuation errors interfere
detract from the paper.
Rare errors in APA style that do
not detract from the paper.
Scholarly style. Writing has
minimal awkward of unclear
passages.
One or two reference or
citations missing or incorrectly
written
Acceptable
(meets standards)
Conveys topic, but not key
question(s). Describes
subtopics to be reviewed.
General theses statement.
Most material clearly related to
subtopic, main topic. Material
may not be organized within
subtopics. Attempts to provide
variety of transitions
not peer-reviewed research Sources insignificant or
(evidence) based. unsubstantiated.
Review of key conclusions. Some
integration with thesis
statement. Discusses impact of
researched material on topic.
with reading the paper.
Errors in APA style are
noticeable. Word choice
occasionally informal in tone.
Writing has a few awkward or
unclear passages.
Several references or citations
missing or incorrectly written.
Unacceptable Pts.
(below standards)
Does not adequately convey 5 pts
topic. Does not describe
subtopics to be reviewed.
Lacks adequate thesis
statement.
Little evidence material is 5 pts
logically organized into topic,
subtopics or related to topic.
Many transitions are unclear
or nonexistent.
10 pts
Does not summarize evidence 5 pts
with respect to thesis
statement. Does not discuss
the impact of researched
material on topic.
Grammatical errors or 5 pts
spelling& punctuation
substantially detract from the
paper.
Errors in APA style detract 10 pts
substantially from the paper.
Word choice is informal in
tone. Writing is choppy, with
many awkward or unclear
passages.
Reference and citation errors 10 pts
detract significantly from
paper
Adpted from:

http://faculty.rio.edu/rfish/My%20Faculty%20Website/Rubrics/APA%20Research%20Paper%20Rubric.pdf
Rubric for Short paper or Report
Category Proficient
Hypotheses are clearly stated with
Hypotheses
specific directional predictions.
Methods All information, meaures and
Includes participants
variables are provided and
& procedures sections
explained.
All of the criteria are met; results are
described clearly and accurately;
correct type of graph chosen with
accurate display of IV and DV; table may
Results
is organized well with good category and/or incorrect information.
examples.
Demonstrates thorough and
sophisticated understanding. All
Discussion hypotheses included; conclusions
drawn are appropriate for analyses;
data from well integrated.
Title page, placement of figures and
General APA figure captions, and other APA
formatting
formatting issues all correct.
Writing is strong and easy to
understand; ideas are fully
Writing & elaborated and connected; effective
organization transitions between sentences; no
typographic, spelling, or grammatical
errors.
Comments:
Student Name:
Good Acceptable Unacceptable Pts.
2 pts
Hypotheses are stated with
Makes some predictions, but
specific directional predictions, No predictions about results.
nondirection or unclear.
but unclear.
4 pts
All Information provided that is
sufficient to repeat the study, Most information correct, but
Much information missing
but more explanation is needed some information may be
and/or inaccurate.
(e.g., explanation of the choice missing or inaccurate.
of measures ).
5 pts
inferential statistics don’t match inferential statistics are
Most criteria are met, but there
hypotheses, and/or not related missing or incorrect;
be some lack of clarity to participant behavior; analysis table/graphs are missing or
of open-ended item is unclear. incorrect.
3 pts
Hypotheses are clearly stated, Conclusions don’t match
but some concluding statements Some hypotheses missing or hypotheses, not supported by
misstated; conclusions not
not supported by data or data data; no integration of data
supported by data.
not well integrated. from different sources.
3 pts
Minor errors in formatting. Major errors and/or missing No APA style in text.
information.
Writing is clear and easy to 3 pts
understand; ideas are Most of the required criteria are
connected; effective transitions met, but some lack of clarity, Very unclear, many errors.
between sentences; minor typographic, spelling, or
typographic, spelling, or grammatical errors are present.
grammatical errors.
Rubric for Critical Thinking
Category Exemplary (4)
Issue/problem to be
considered critically is stated
clearly and described
comprehensively, delivering all
relevant information
Explanation of issues necessary for full
understanding.
Information is taken from source(s)
with enough
interpretation/evaluation to develop
Evidence a comprehensive analysis or
(Selecting and using synthesis. Viewpoints of experts are
information to investigate a questioned thoroughly.
point of view or conclusion)
Thoroughly (systematically and
methodically) analyzes own and
others’ assumptions and carefully
evaluates the relevance of contexts
Influence of context when presenting a position.
and assumptions
Student Name:
Proficient (3)
Issue/problem to be considered
critically is stated, described,
and clarified so that
understanding is not seriously
impeded by omissions.
Information is taken from
source(s) with enough
interpretation/evaluation to
develop a coherent analysis or
synthesis. Viewpoints of experts
are subject to questioning.
Identifies own and others’
assumptions and several
relevant contexts when
presenting a position.
Developing (2)
Issue/problem to be considered
critically is stated but
description leaves some terms
undefined, ambiguities
unexplored, boundaries
undetermined, and/or
backgrounds unknown.
Information is taken from
source(s) with some
interpretation/evaluation, but
not enough to develop a
coherent analysis or Viewpoints
of experts are taken as mostly
fact, with little questioning.
Questions some assumptions.
Identifies several relevant
contexts when presenting a
position. May be more aware of
others’ assumptions than one’s
own (or vice versa).
Beginning ( 1 or 0) Pts.
Issue/problem to be
considered critically is stated
without clarification or
description.
Information is taken from
source(s) without any
interpretation/evaluation.
Viewpoints of experts are
taken as fact, without
question.
Shows an emerging
awareness of present
assumptions (sometimes
labels assertions as
assumptions). Begins to
identify some contexts when
presenting a position.

Student’s position
(perspective, thesis/
hypothesis)
Innovative Thinking
Novelty or
uniqueness (of idea,
claim, question, form, etc.)
Conclusions and
related outcomes
(implications and
consequences)
Comments:
Specific position (perspective,
thesis/hypothesis) is imaginative,
taking into account the complexities
of an issue. Limits of position
(perspective, thesis/ hypothesis) are
acknowedged. Others’ points of view
and assumptions are synthesized
within position
(perspective,thesis/hypothesis).
Extends a novel or unique idea,
question, format, or product to create question, format, or product.
new knowledge or knowledge that
crosses boundaries.
Conclusions and related outcomes
(consequences and implications) are
logical and reflect student’s informed
evaluation and ability to place
evidence and perspectives discussed
in priority order.
Specific position (perspective,
thesis/hypothesis) takes into
account the complexities of an
issue. Others’ points of view and
assumptions are acknowledged
within position(perspective,
thesis/hypothesis).
Creates a novel or unique idea,
Conclusion is logically tied to a
range of information, including
opposing viewpoints; related
outcomes (consequences and
implications) are identified
clearly.
Specific position (perspective,
thesis/hypothesis)
acknowledges different sides of
an issue.
Experiments with creating a
novel or unique idea, question,
format, or product.
Conclusion is logically tied to
information (because
information is chosen to fit the
desired conclusion); some
related outcomes
(consequences and implications)
are entified
clearly.
Specific position (perspective,
thesis/hypothesis) is stated,
but is simplistic and obvious.
Reformulates a collection of
available ideas.
Conclusion is inconsistently
tied to some of the
information discussed; related
outcomes (consequences and
implications) are
oversimplified.
Adapted from:
http://www.webster.edu/documents/global-citizenship/criticalthinking.pdf
Rubric for Critical Thinking Student Name:

Category Exemplary (4) Proficient (3) Developing (2) Beginning ( 1 or 0) Pts.

Identifies the main problem and subsidiary, embedded, or implicit Does not identify and summarize the problem, is confused or
aspects of the problem, and identifies them clearly, addressing their identifies a different and inappropriate problem.
Identifies and summarizes relationships to each other.
the problem/question at Does not identify or is confused by the issue, or represents the
issue (and/or the source's Identifies not only the basics of the issue, but recognizes nuances of issue inaccurately.
position). the issue.

Identifies and presents the

STUDENT'S OWN Identifies, appropriately, one's own position on the issue, drawing Addresses a single source or view of the argument and fails to
hypothesis, perspective and support from experience, and information not available from assigned clarify the established or presented position relative to one's
position as it is important to sources. own. Fails to establish other critical distinctions.
the analysis of the issue.
Identifies and considers
OTHER salient perspectives Addresses perspectives noted previously, and additional diverse Deals only with a single perspective and fails to discuss other
and positions that are perspectives drawn from outside information. possible perspectives, especially those salient to the issue.
important to the analysis.
Identifies and questions the validity of the assumptions and addresses
Identifies and assesses the the ethical dimensions that underlie the issue. Does not surface the assumptions and ethical issues that
key assumptions. underlie the issue, or does so superficially.

Examines the evidence and source of evidence; questions its accuracy, Merely repeats information provided, taking it as truth, or
precision, relevance, completeness. denies evidence without adequate justification.

Innovative Thinking Observes cause and effect and addresses existing or potential Confuses associations and correlations with cause and effect.
Novelty or uniqueness (of consequences.
idea, claim, question, form, Does not distinguish between fact, opinion, and value
etc.) Clearly distinguishes between fact, opinion, & acknowledges value judgments.
judgments.

Discusses the problem only in egocentric or sociocentric terms.

Analyzes the issue with a clear sense of scope and context, including
Identifies and considers the an assessment of the audience of the analysis. Does not present the problem as having connections to other
influence of the context * on contexts-cultural, political, etc.
the issue. Considers other pertinent contexts.
 Identifies and discusses conclusions, implications, and consequences Fails to identify conclusions, implications, and consequences of
considering context, assumptions, data, and evidence. the issue or the key relationships between the other elements of
Identifies and assesses the problem, such as context, implications, assumptions, or data
conclusions, implications Objectively reflects upon the their own assertions. and evidence.
and consequences

Comments:

Adapted from:
http://www.uh.edu/writecen/Faculty/WSUCriticalThinkingScoringGuide.doc
Rubric for Critical Thinking (General) Student Name:

*Code: NA = Not Applicable (i.e. not in the assignment); NP = 0 = Not Present in Observation Pts. or
Category Exemplary (4) Proficient (3) Developing (2) Beginning ( 1 or 0) Code (NA/NP)

1. Problem/Issue
Clearly identified, explicit. Identified implicitly or Problem/issue present, but a Problem/issue ambiguous/ not
incompletely described. little ambiguous. present.
Identification of issues

Clearly identified and Clear identification, somewhat Identified, not explained. Not identified, not explained.
Assumptions explained. unclear explanation.

2. Analysis of Problem/Issue/Investigation
Selected & used appropriately. Some inappropriate choice/use Choice/use of method(s) needs Completely inappropriate
Method(s) of method(s). improvement. choice & method(s) use.

Alternate points of Thoroughly considered Thoroughly considered Some attention to at least one Obvious alternate views
multiple alternate points of attention to one alternate view. alternate view. ignored.
view view.
3. Credibility of Resources/Source Material
Appropriate & relevant Most resources/ sources Some resources/source No resources/source materials
Resources/source (number content, credible). relevant, appropriate credible. materials are relevant, are relevant, appropriate,
materials appropriate, credible. credible.

4. Conclusion/Problem Solution
Limitations Thoroughly considered.
Ideas well integrated into a
Integration coherent argument,
solution, presentation, etc.
Conclusions/
Conclusions/
solutions based on
Solution(s) evidence/sound methods.
Given some attention. Limitations mentioned briefly. Limitations ignored.
Ideas integrated into a Some connections to a few Ideas lack connection or
somewhat coherent piece. ideas are made. coherence.
Conclusions/solution(s)
unwarranted; maintains
Most conclusions/ Some unwarranted
preconceived views
solutions based on evidence. conclusions drawn, or some
solution errors. regardless of evidence or
need for different solution.

5. Creativity
 Fresh ideas, reflecting in- Some new insights, reflects Very few new insights; No evidence of
Creativity depth student engagement some in depth consideration primarily based on collection engagement/new ideas on
with the topic. of topic. & repetition of other people’s topic; work simply a rehash
ideas, products, images. of other people’s ideas.
6. Communication with and Adaptation to the Audience
Communication/ Highly evident. Evident most of the time, a Few small considerations of No communication/
Adaptation few lapses. communication and/or adaptation.
adaptation.

Comments (continue on back if needed):

Adapted from From:

George Mason University Office of Institutional Assessment

https://assessment.gmu.edu/StudentLearningCompetencies/Critical/documents/Scoring%20Guide%20for%20CT_SP07.doc
Rubric Template for Performance
Beginning
1 2
Description of identifiable
Stated Objective or performance characteristics
Performance reflecting a beginning level of
performance.
Description of identifiable
Stated Objective or performance characteristics
Performance reflecting a beginning level of
performance.
Description of identifiable
Stated Objective or performance characteristics
Performance reflecting a beginning level of
performance.
Student Name:
Developing
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Accomplished
3 4
Description of identifiable
performance
charecteristics reflecting
mastery of performance
Description of identifiable
performance
charecteristics reflecting
mastery of performance
Description of identifiable
performance
charecteristics reflecting
mastery of performance
Exemplary Score
Description of identifiable
performance
characterisics reflecting
the highest level of
performance
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.

Description of identifiable
Stated Objective or performance characteristics
Performance reflecting a beginning level of
performance.
Description of identifiable
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance
charecteristics reflecting
mastery of performance
Description of identifiable
performance
characterisics reflecting
the highest level of
performance.

Description of identifiable Description of identifiable

Description of identifiable
Stated Objective or performance characteristics
Performance reflecting a beginning level of
performance.
performance characteristics
reflecting development and
movement toward mastery of
performance
Description of identifiable
performance
performance characterisics reflecting
charecteristics reflecting
the highest level of
mastery of performance.
performance

Overall Rating Beginning Developing Accomplished Exemplary

Comments:
Rubric for Basic Science
Scientific Tools and
Technologies
• Did not use appropriate scientific
tools or technologies (e.g., rulers, pH
paper, hand lens, computer,
reference materials, etc.) to gather
data (via measuring and observing)
NOVICE
• Attempted to use appropriate
tools and technologies (e.g., rulers,
pH paper, hand lens, computer,
reference materials, etc.) to gather
data (via measuring and observing)
but some information was
inaccurate or incomplete.
APPRENTICE
Student Name:
Scientific Procedures
and Resoning
Techniques
• No evidence of a strategy or
procedure, or used a strategy
that did not bring about
successful completion of task/
investigation.
• No evidence of scientific
reasoning used.
• There were so many errors in
the process of investigation that
the task could not be
completed.
• Used a strategy that was
somewhat useful, leading to
partial completion of the
task/investigation.
• Some evidence of scientific
reasoning used.
• Attempted but could not
completely carry out testing a
question, recording all data and
stating conclusions.
Scientific
Communication/
Using Data
• No explanation, or the
explanation could not be
understood, or was
unrelated to the task/
investigation.
• Did not use, or
inappropriately used
scientific representations
and notation (e.g. symbols,
diagrams, graphs, tables,
etc.).
• No conclusion stated, or no
data recorded.
• An incomplete explanation
or explanation not clearly
presented (e.g., out of
sequence, missing step).
• Attempted to use
appropriate scientific
representations and
notations, but were
incomplete (e.g., no labels
on chart).
• Conclusions not supported
or were only partly
supported by data.
Scientific Concepts
and Related data
• No use, or mostly
inappropriate use, of
scientific terminology.
• No mention or
inappropriate references to
relevant scientific concepts,
principles, or theories (big
ideas).
• Some evidence of
understanding observable
characteristics and
properties of objects,
organisms, and/or materials
used.
• Used some relevant
scientific terminology.
• Minimal reference to
relevant scientific concepts,
principles, or theories (big
ideas).
• Evidence of
understanding observable
characteristics and
properties of objects,
organisms, and/or materials
used.
 • Effectively used some appropriate
tools and technologies (e.g., rulers,
pH paper, hand lens, computer,
reference materials, etc.) to gather
and analyze data, with only minor
errors.
Practitioner
• Accurately and proficiently used all
appropriate tools and technologies
(e.g., rulers, pH paper, hand lens,
computer, reference materials, etc.)
to gather and analyze data.
EXPERT
Pts.
• Used a strategy that led to
completion of the
investigation/task.
• Recorded all data.
• Used effective scientific
reasoning.
• Framed or used testable
questions, conducted
experiment, and supported
results
• Used a sophisticated strategy
and revised strategy where
appropriate to complete the
task.
• Employed refined and
complex reasoning and
demonstrated understanding
of cause and effect.
• Applied scientific method
accurately: (framed testable
questions, designed
experiment, gathered and
recorded data, analyzed data,
and verified results).
• A clear explanation was
presented.
• Effectively used scientific
representations and
notations to organize and
display information.
• Appropriately used data to
support conclusions
• Provided clear, effective
explanation detailing how
the task was carried out.
The reader does not need to
infer how and why decisions
were made.
• Precisely and appropriately
used multiple scientific
representations and
notations to organize and
display information.
• Interpretation of data
supported conclusions, and
raised new questions or was
applied to new contexts.
• Disagreements with data
resolved when appropriate
• Appropriately used
scientific terminology.
• Provided evidence of
understanding of relevant
scientific concepts,
principles or theories (big
ideas).
• Evidence of
understanding observable
characteristics and
properties of objects,
organisms, and/or materials
used
• Precisely and
appropriately used
scientific terminology.
• Provided evidence of
indepth, sophisticated
understanding of relevant
scientific concepts,
principles or theories (big
ideas).
• Revised prior
misconceptions when
appropriate.
• Observable characteristics
and properties of objects,
organisms, and/or materials
used went beyond the
task/investigation to make
other connections or
extend thinking.
Comments: