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 categoriesc
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