Abbie Kent

Assessment Project
Rubric 1: Investigation Rubric
This rubric is used to evaluate a scientific investigation. The grading scale goes from a
zero, no attempt has been made, to a four. The student is graded off of the design of the
investigation, the method they used to collect the data, and their data analysis. It is clear from the
rubric what the students expectations are and what they need to do to get each grade.
Criteria/
Score
Questions/
Hypothesis

Investigation
design

Methods of
data
collection

Question (K-4) or
hypothesis (5-12)
has been
thoroughly
developed.
Hypothesis is
correctly stated
with both
variables
identified.
Investigation is a
well-constructed
test of the stated
question or
hypothesis. All of
the grade-level
appropriate
components
(materials,
controls,
procedure,
safety) are
arranged so that
the investigation
can be replicated
exactly as
described.
Significant data
has been
collected in the
most efficient and
appropriate ways.

Question or
hypothesis has
been sufficiently
developed with
reasonable
relevancy.

Question or
hypothesis is
partially
developed
with some
relevancy.

Question or
hypothesis
has major
flaws and
limited or no
relevancy.

No
attempt
has been
made.

Investigation is
a reasonably
constructed test.
All of the
components are
reasonably
arranged so that
the investigation
can be
replicated.

Investigation
is a partially
constructed
test. Some of
the
components
are missing,
making it
difficult to
replicate.

Test is not
relevant to
the question
or
hypothesis.
Information
is not
sufficient to
replicate
investigation.

No
attempt
has been
made.

A reasonable
amount of data
has been
collected in a
sufficient

A minimum
amount of
data has been
collected.
Data is

Insufficient
data has been
collected.
Data has not
been

No
attempt
has been
made.

Abbie Kent

Data
analysis:
Conclusion,
inferences,
and
recommendat
ions

Criteria/
Score
Questions/
Hypothesis

Investigation
design

Data is accurately
recorded and
displayed using
the correct units
and most
organized
methods.
A precise
statement of the
investigation
results relates
directly to the
question or
hypothesis. Clear
inferences have
been made from
an accurate
evaluation of the
conclusion.
Recommendation
s are clearly
consistent with
the investigation
findings and
provide an
excellent defense.

manner. Data is
recorded and
displayed using
the correct units
and organized
method.

recorded and
displayed but
may lack the
correct units
and
organization.

recorded or
displayed in
the correct
units or in an
organized
way.

A statement of
the results
shows a good
relationship to
the question or
hypothesis.
Reasonable
inferences have
been made from
the conclusion.
Recommendatio
ns are
reasonably
consistent with
the investigation
findings and
provide a good
defense.

A statement of
the results
provides some
relationship to
the question
or hypothesis.
Inferences are
minimally
supported by
the
conclusion.
Recommendat
ions are
inconsistent
with the
findings and
provide a
questionable
defense.

A statement
of the results
shows no
relationship
to the
question or
hypothesis.
Inferences
are not
supported by
the
conclusion.
Recommend
ations show
no
relationship
to the
findings and
provide a
poor defense.

No
attempt
has been
made.

INC

Question (K-4) or
hypothesis (5-12)
has been
thoroughly
developed.
Hypothesis is
correctly stated
with both
variables
identified.
Investigation is a
well-constructed
test of the stated
question or
hypothesis. All of

Question or
hypothesis has
been developed
well with
reasonable
relevancy, but is
not perfect

Question or
hypothesis is
partially
developed
with some
relevancy.

Question or
hypothesis
has major
flaws and
limited or no
relevancy.

No
attempt
has been
made.

Investigation is
a reasonably
constructed test.
All of the
components are

Investigation
is a partially
constructed
test. Some of
the

Test is not
relevant to
the question
or
hypothesis.

No
attempt
has been
made.

Abbie Kent

Methods of
data
collection

Data
analysis:
Conclusion,
inferences,
and
recommendat
ions

the grade-level
appropriate
components
(materials,
controls,
procedure,
safety) are
arranged so that
the investigation
can be replicated
exactly as
described.
Significant data
has been
collected in the
most efficient and
appropriate ways.
Data is accurately
recorded and
displayed using
the correct units
and most
organized
methods.
A precise
statement of the
investigation
results relates
directly to the
question or
hypothesis. Clear
inferences have
been made from
an accurate
evaluation of the
conclusion.
Recommendation
s are clearly
consistent with
the investigation
findings and
provide an
excellent defense.

reasonably
arranged so that
the investigation
can be
replicated.

components
are missing,
making it
difficult to
replicate.

A reasonable
amount of data
has been
collected in a
sufficient
manner. Data is
recorded and
displayed using
the correct units
and organized
method.

A minimum
amount of
data has been
collected.
Data is
recorded and
displayed but
may lack the
correct units
and
organization.

A statement of
the results
shows a good
relationship to
the question or
hypothesis.
Reasonable
inferences have
been made from
the conclusion.
Recommendatio
ns are
reasonably
consistent with
the investigation
findings and
provide a good
defense.

Information
is not
sufficient to
replicate
investigation.

Not enough
data has been
collected or
data is
unclear. Data
has not been
recorded or
displayed in
the correct
units or in an
organized
way.
A statement of A statement
the results
of the results
provides some shows no
relationship to relationship
the question
to the
or hypothesis. question or
Inferences are hypothesis.
minimally
Inferences
supported by
are not
the
supported by
conclusion.
the
Recommendat conclusion.
ions are
Recommend
inconsistent
ations show
with the
no
findings and
relationship
provide a
to the
questionable
findings and
defense.
provide a
poor defense.

No
attempt
has been
made.

No
attempt
has been
made.

Abbie Kent
I honestly didnt have many bad things to say about this rubric and I changed very little
of it. I thought this was a really good rubric and I really liked how each grade lower just had a
slight change and it was easy to see what that change was, so a student can clearly see what they
need to do to get a 4 rather than a 3. The parts that I did change was just some re-wording so it
would be more clear to a younger student and so that it was clear what was expected. For
example, instead of it saying insufficient data I changed it to not enough/unclear data, this way a
student knows that they need enough data and they need to make sure it is clear data. I also went
through the data analysis section and underlined the differences in each grade section. This was a
big section that could have been confusing for some students to differentiate between each grade
so I thought underlining key words that showed the difference would help. I also changed the
zero to an incomplete because if a student didnt try at all they need more help and need to redo
the assignment; just giving them a zero isnt helping them learn at all.
Rubric 2: Instrument
This rubric is used to evaluate the instrument a student would make after discussing
sound, volume and pitch. It grades students with a one, two or three and students must be able to
make two pitches, high and low, and two volumes, loud and soft. They should also be able to
explain why their instrument can make these two pitches and volumes, as well as being creative
enough to not make their instrument the same as the demo instrument. This rubric allows
students to see exactly what they need to do to accomplish each grade and all their expectations
for the project.
The instrument
demonstrates a low and
high pitch

3
The instrument
demonstrates both low
and high pitch clearly

The instrument can play

The instrument

2
The instrument
demonstrates one
pitch, either low or
high pitch clearly
The instrument

1
The instrument
demonstrates no pitch,
neither low or high
pitch clearly
The instrument

Abbie Kent
loudly or softly
The instrument is
creative

The instrument
demonstrates a low
and high pitch
The instrument can
play loudly or softly
The instrument is
original from the
demo instrument
Explanation of why
pitch and volume are
different.

demonstrates both a
loud and soft sound
clearly.
The instrument is
creatively made from
house held items.

3
The instrument
demonstrates both low
and high pitch clearly
The instrument
demonstrates both a
loud and soft sound
clearly.
The instrument is
original and creative
from the demo
instrument.
Student can explain
why pitch and volume
are different

demonstrates one
sound, a loud or soft
sound clearly
The instrument is
somewhat creatively
made from house held
items.

2
The instrument
demonstrates one
pitch, either low or
high pitch clearly
The instrument
demonstrates one
sound, a loud or soft
sound clearly
The instrument is
similar to the demo
instrument but is
different.
Student can somewhat
explain why pitch and
volume are different

demonstrates no
sound, neither a loud
or soft sound clearly
The instrument is not
creatively made from
house held items.

1
The instrument
demonstrates no pitch,
neither low or high
pitch clearly
The instrument
demonstrates no
sound, neither a loud
or soft sound clearly
The instrument is the
same as the demo
instrument, no
creativity.
Student can not
explain why pitch and
volume are different

I thought this original rubric was really good going into the assignment because I didnt
think there was a lot to it besides two pitches and two volumes, after our class discussion I
decided I needed to change a few things and add a few things. The first thing I did was changing
my creative section to an originality section. I originally made the creative part thinking
about it in terms of making your instrument good and putting effort into it and not like you just
picked some stuff up to make that morning, but after I made my instrument I realized I wouldnt
get a very good grade in the creative section just based on how it looked, but in reality I tried a
few different instruments and decided that was the best so I did out effort into it. Not all students
have the same creativity, what one kid my have put no creativity into, another could have worked

Abbie Kent
on forever and it was the most creative thing they had ever done. I changed it to making it
original because one of the expectations was to not make it like the demo, so this way a student
can be creative on their own level and still not make it like the demo to get the points.
I also added a section for an explanation, I originally didnt make this section because I
had never even thought of it but once I heard someone talk about explaining his or her pitch and
volume it was obvious it needed to be added. Without this section, students could possibly bring
in an instrument that could do both two pitches and two volumes and not even understand why
they do them, in this case the student would not have learned anything and there would be not
point of this assessment. With this section added it allows evaluation of not only the physical
instrument but also the knowledge the student has about the instrument and its different volumes
and pitches.
Rubric 3: Water Cycle
This rubric is used to evaluate the answer a student gives to the question, when thinking
about the water cycle, why do you think the earth never runs out of water? It allows the student
to get anywhere from a not scorable, which would be zero points to an exceeds expectations,
which is worth four points. The rubric allows students to see exactly what they need to get each
grade and the expectations for the overall assignment.
Science writing rubric (from Miller & Calfee, 2004)
Score Description

Exceeds
expectations

Criteria

Commanding use of key terms with very few or no errors

Connections between concepts are well developed
Concepts presented demonstrate understanding at the analysis,
synthesis, or evaluation levels; reflect transformation of content
beyond that provided in the text/activity by the student

Further examples and extensions are provided and illustrate

excellent comprehension

Abbie Kent

Meets
expectations

Not yet within

expectations

Sufficient use of key terms to illustrate comprehension; majority

of key terms used accurately

Connections between concepts are beginning, although they may

be limited to the applications provided in the text/activities

Relatively few key terms present; or a majority of the key terms

present are used inaccurately

Connections between concepts not present; or generally

incorrect

No examples from text or activities present (text/activities not

referenced)

However, paper is scorable

Unrelated, unintelligible, or length not sufficient to score

Copied from board or another student

Below
expectations

NC Not scorable

Science writing rubric (from Miller & Calfee, 2004)

Score Description

Criteria

Exceeds
expectations

Meets
expectations
Not yet within
expectations

Commanding use of key terms (evaporation, condensation,

precipitation, and runoff) with very few or no errors
Connections between concepts are well developed
Concepts presented demonstrate understanding at the analysis,
synthesis, or evaluation levels; reflect transformation of content
beyond that provided in the text/activity by the student

Further examples and extensions are provided (ground water,

glaciers, plant and animal intake, ocean, streams, etc.) and
illustrate excellent comprehension

Sufficient use of key terms to illustrate comprehension; majority

of key terms used accurately

Connections between concepts are beginning, although they may

be limited to the applications provided in the text/activities

Relatively few key terms present; or a majority of the key terms

present are used inaccurately

Connections between concepts not present; or generally

Abbie Kent

incorrect
1

No examples from text or activities present (text/activities not

referenced)

However, paper is scorable

Unrelated or length not sufficient to score

Below
expectations

INC Incomplete

During revising this rubric I learned a lot from the lack of examples they provided and
the bad word choice in some parts. When first reading it I really liked it overall and thought it
was pretty clear on the expectations for each grade a student could get. The one thing I thought
they should change is to add some examples of what they are looking for when they say use key
terms and further examples and extinctions. I went ahead and added the key terms and a few
of the further extended examples, I think it is important to add these because it gives the students
a very clear explanation of what you are looking for. A student could see the original rubric and
think they will get a 4 because they added all the key terms but maybe they didnt consider
runoff a key term, but an extra example and then they get a 3, this way they are positive they
added everything the teacher wants. I also changed the last column from Not scorable to
Incomplete, for one, scorable is not even a word, and secondly this implies that they get a zero
or no grade and I dont think that should ever be an option. If a student doesnt understand a
project to the point that they cant be scored on it, they need more help, not a zero. I also
removed the word unintelligible from the incomplete section because if that is the grade you
give a student you are calling him or her unintelligent and that is completely unacceptable, no
student is unintelligent, some just need a little more help to get to the place they need to be. I also
removed the copied from board or another student part because this is putting, in writing, that
you believe your students would cheat.

Abbie Kent
Overall I feel like working with these three rubrics has really improved my understanding
of rubrics and my ability to grade students with them. I learned that rubrics need to be clear of
the teachers expectations for the assignment as a whole and even more importantly, it needs to be
clear of what the student needs to do to get each of the possible grades. If it is not clear on how
to get the highest grade verses the second highest grade, a student wont know what they need to
do to get the highest grade. I feel a lot more confident in assessing students off of rubrics now
because I know that a good rubric is clear about all the expectations so as long as I can make a
good rubric, it should be clear what grade the student deserves in each category. If I had to say I
was still worried about anything or that I still needed to learn something I think it would be how
to handle the students getting incompletes. I like the idea of an incomplete because I dont like
giving kids zeros but how would you keep a student from not trying because they know they will
get a chance to redo it? That would be the only downfall I see to using the incomplete rather than
a zero but I think there are a lot more positives to it so I believe I would continue to use it.