Scientific Inquiry @ Sir Winston Churchill CVI

Formative Product Assessment Rubrics

For use by self, peer, and teacher
Format
Level 1
 The cover title is not
appropriate
 Graphs/Tables/Diagrams are not
numbered or titled
 In text citations are not used. A
references cited page is not used
or poorly constructed
 Formatting and organization
have major errors and omissions
 The report does not follow a
logical line and requires some
effort to read
Introduction
Level 1
 The nature of the problem
and/or the research question are
missing or incomplete
 Background research is missing
or not relevant to the problem
and question at hand
 The selection of independent,
dependent, constants, and
control variables is incomplete
and/or has little regard for
validity
 The introduction does not
conclude with a statement of
predicted result or it does not
relate to the research question
Level 2
 The cover title refers to the
work but is poorly written
 Graphs/Tables/Diagrams
have titles/numbers but are
formatted/used incorrectly
 In text citations are used to
a limited extent. Citations
and references cited pages
are done incorrectly
 Formatting and
organization have some
errors
 The report is somewhat
fragmented
Level 2
 There are inconsistencies with
the nature of the problem and
research question
 Background research is not
consistent with the problem
and question at hand
 The selection of independent,
dependent, constants, and
control variables is completed
with some regard for validity
 There is a prediction that
concludes the introduction but
it is incomplete or poorly
framed
Level 3
 The cover title is satisfactory
 Graphs/Tables/Diagrams
numbering and titles are done
with few errors
 The number and level of in
text citations are appropriate.
Most in text citations and the
references cited page are done
correctly
 Formatting and organization is
satisfactory
 The report is complete but
somewhat sterile
Level 3
 The nature of the problem and
research question are clear
 Background research is
provided that educates the
reader about the nature of the
researcher’s inquiry work
 The selection of independent,
dependent, constants, and
control variables are made
with some consideration to the
intended method of study.
 The introduction concludes
with a prediction of outcome
base on reflective prior
knowledge
Level 4
 The cover title is eloquently stated
 All graphs/tables are correctly
numbered and titled
 The use of in text citations is
thorough and relevant. They and
the references cited page are done
according to proper convention
 Formatting and report organization
is exemplary
 The report has the feel of a well told
story
Level 4
 The nature of the problem and
research question are eloquently
stated
 Background research is provided in
a way that elucidates the
purpose/importance of the work and
draws the reader into the inquiry
 The selection of independent,
dependent, constants, and control
variables are justified and discussed
in a cohesive approach to the
intended method of study.
 The introduction concludes with a
prediction of outcome base on
reflective prior knowledge
Hypothesis/Materials/Method
Level 1
 The hypothesis is missing; is
not an IF/Then statement; or its
length makes it cumbersome
 The materials list is incomplete
and little thought has been given
to amounts/concentrations
 The described method confuses
the issues around collecting
sufficient relevant data and does
little to control variables and
limit experimental error
 The method is an itemized list
stating each step to be taken; is
not in past tense; and others
would have difficulty repeating
it.
 A diagram/photo is not supplied
or has major problems with
quality (clarity, detail, labels)
 Safety considerations are not
considered or are superficial
Level 2
 The hypothesis is an If/Then
statement but is of an
awkward, confusing, or
lengthy nature
 The materials list is complete
but lacks information about
amounts/concentrations
 The described method has
issues with the collection of
sufficient, relevant data and
controlling variables to reduce
experimental error
 The method is an itemized list
describing each step of the
process individually. It could
be repeated by others to some
degree
 A diagram/photo is provided
but may be lacking in clarity,
accuracy or labeling
 Safety considerations are
presented but not addressed
Level 3
 The hypothesis is stated in a
satisfactory, concise If/Then
statement
 The materials list is complete
and includes
amounts/concentrations
 The method follows principles
of proficient experimental
design to collect sufficient,
relevant data and limit
experimental error
 The method is a narrative,
written in past tense, and could
be replicated by others with few
issues
 A clear and accurate diagram or
photo with labels is provided
 Safety considerations are
identified and accounted for
Level 4
 The hypothesis is stated in a
clear, concise If/Then
statement that fits well with the
research question
 The materials list is complete
and includes
amounts/concentrations and
preparatory instructions
 The methods used to control
internal validity and collect
sufficient, relevant data are
described clearly and
accurately
 The method is a well written
narrative of what was done to
produce the inquiry and could
be replicated by others
 A clear and accurate diagram
or photo with labels is
provided
 Safety considerations are
identified and accounted for
Raw Data Display and Manipulation
Level 1
 Data is presented in a haphazard
manner at best without proper
organization
 Frequent errors are made
concerning the use of labels and
units
 Frequent inconsistencies or
inaccuracies in the error
analysis exist
 Calculations used are either of
the wrong type or done
incorrectly
 A summary is not provided or is
of little practical value
Level 2
 Data has been presented but
the format chosen is not the
ideal one for the job
 Some titles and/or units may
be inappropriate or missing
 There are some
inconsistencies or
inaccuracies in the error
analysis
 Some errors may be evident in
the formula and/or method
used for calculations
 The summary does not clearly
describe the trends/patterns in
the data to the reader
Level 3 Level 4
 Data is clearly and logically  The criteria described at level
organized using tables, charts, three are presented with
and/or graphs where appropriate exceptional clarity and visual
 All appropriate labels and units impact
have been included in the  The strategies chosen for data
appropriate places manipulation and the success
 Calculations contain an error using them indicate an aptitude
analysis reflecting the accuracy for statistical analysis
of the instruments used
 Where calculations are
necessary the formula and
method are accurately presented
and explained
 A summary statement points out
to the reader any trends/patterns
noticed in the data
Discussion and Summary
Level 1
 The discussion does not arrive
at an acceptable conclusion and
does not use the data collected
to formulate any interpretations
 Background research was not
used augment the discussion
and knowledge of scientific
concepts was limited
 No reference is made to the
hypothesis or trivial at best
 Virtually no weaknesses in the
investigation are identified …
those that are tend to be of a
trivial nature
 A summary statement is not
used or is poorly conceived
Level 2
 The discussion arrives at a
conclusion but the
interpretation of the results is
not based on the data collected
or is somewhat superficial
 There is little evidence that
background research or
knowledge of scientific
concepts was used to augment
the discussion
 Reference is made to the
hypothesis
 Some of the weaknesses in the
investigation are identified but
little is done in the way of
modification for improvement
 There is a summary statement
but it is not focused
Level 3
 The discussion arrives at a
conclusion based on a valid
interpretation of the results that
includes data collected for this
purpose
 A synopsis of background
research and scientific concepts
relevant to the discussion at
hand is included
 Reference is made to the
hypothesis and the ability of the
researcher(s) to support it
 Weaknesses in the investigation
are identified and appropriate
modifications suggested to
overcome such problems if the
inquiry was to be repeated
 The summary statement
identifies the key learning
Level 4
 The discussion is a well
thought out, finely crafted
work that takes the reader
through: an interpretation of
the data; background research
congruent to the research
question, hypothesis, and work
at hand; an identification of
weaknesses in the investigation
along with modifications for
improvement; and suggests
new questions/directions the
work might take in the future.
A summary statement
highlights the major findings.