Envision Schools Graduation Portfolio Performance Assessment: SCIENTIFIC INQUIRY
Scoring Dimension / Emerging / Basic / Proficient / Advanced
Student work shows limited understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows some understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows clear understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows clear & consistent understanding of the processes of scientific inquiry. The work may include some or all of the following:

Initiation of the Inquiry

Note: If a student is missing or has a poor inquiry question, do not continue to penalize the student in the other rubric categories
c
Significant evidence of these indicators are not present in the work sample / ·  The inquiry question is stated in general terms
·  Background information is limited or irrelevant
·  The student articulates a prediction, but it has limited relationship to the question under investigation / ·  The inquiry question is stated in specific terms
·  Background information is relevant to the question, but is not well organized
·  The student articulates a relevant prediction of the expected results, but with no explanation / ·  The inquiry question is specific and testable.
·  Background information is relevant and well organized.
·  The student articulates a prediction to the investigated question, with some description of the involved variables (“if.. then…” hypothesis) / ·  The inquiry question is specific, testable and challenging
·  Background information is relevant, well organized and provides insight into the inquiry.
·  The student articulates a possible explanation to the investigated question and a clear description of the expected relationships among the involved variables (“if…then…because…” hypothesis)

Design of Experimental Procedures

c
Significant evidence of these indicators are not present in the work sample / §  The experimental design is not relevant for the stated question
§  The lab procedures are vague and difficult to follow
§  The data collection methods are vague and difficult to follow
§  The inquiry design doesn’t allow control of the independent variable / §  The experimental design is partially related to the stated problem
§  The lab procedures are detailed but incomplete
§  The data collection methods are detailed but incomplete
§  The inquiry design allows for control of one variable and measurement of one dependent variable / §  The experimental design matches the stated problem
§  The lab procedures are detailed and clear
§  The data collection methods are detailed and clear
§  The inquiry design allows for control of all involved variables and measurement of the dependent variable / §  The experimental design matches the stated problem and shows innovation
§  The lab procedures are detailed, clear, and logical
§  The data collection methods are detailed, clear, and logical
§  The inquiry design allows for control of all involved variables and valid measurement of the dependent variable
Scoring Dimension / Emerging / Basic / Proficient / Advanced
Student work shows limited understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows some understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows clear understanding of the processes of scientific inquiry. The work may include some or all of the following: / Student work shows clear & consistent understanding of the processes of scientific inquiry. The work may include some or all of the following:

Data COLLECTION, Analysis, Presentation and Interpretation

c
Significant evidence of these indicators are not present in the work sample / ·  Data are based on one trial only
·  Data tables are limited and graphs contain inaccuracies
·  Data analysis and interpretation are inaccurate or irrelevant / ·  Data are based on one trial only
·  Data tables and graphs are presented, but they may be poorly organized
·  Data analysis and interpretation are relevant, but not necessarily accurate / ·  Data are collected from several repetitions of the experiment
·  Data tables and graphs are accurate and appropriately organized
·  Data analysis and interpretation are accurate and relevant to the inquiry questions / ·  Data are collected from several repetitions of the experiment and are consistent within a reasonable range
·  Data tables and graphs are accurate and expertly organized and presented
·  Data analysis and interpretation are thorough and directly related to the inquiry question.

Conclusions and Discussion

c
Significant evidence of these indicators are not present in the work sample / ·  The conclusions are not consistent with the data
·  Limited sources of experimental errors are identified
·  New relevant questions are not posed / ·  The conclusions are based on the data
·  Sources of experimental errors are identified, but their impact is not discussed
·  New questions are posed but are not relevant / ·  The conclusions are clear and consistent with the data
·  The impact of possible sources of experimental errors on the results is discussed
·  New relevant questions are posed / ·  The conclusions are clear, consistent with the data and compared to data from professional literature
·  The impact of possible sources of experimental errors on the results is discussed and solutions are offered to minimize future errors
·  New relevant questions and suggestions for further research are developed

Envision Schools 2008-2009 Scientific Inquiry