This rubric was developed to score science fair projects
in a consistent and fair manner. It was
developed through the use of the tool ‘Rubistar’. The rubric was given to students in class and attached to the
class web page for home viewing. The
development of this site shows my
understanding of the following elements from the NETS-T, CTTC, and CCCT.
NETS-T – I.a, I.b,
II.a, IV.a, IV.b, IV.c, V.d
CTTC – I.c, III.a,
III.b
CCCT –1.4, 2.3, 3.1, 3.2
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|
CATEGORY |
4 |
3 |
2 |
1 |
|
Data
Collection |
Data was
collected several times. It was summarized, independently, in a way that
clearly describes what was discovered. |
Data was
collected more than one time. It was summarized, independently, in a way that
clearly describes what was discovered. |
Data was
collected more than one time. Adult assistance was needed to clearly
summarize what was discovered. |
Data was
collected only once and adult assistance was needed to clearly summarize what
was discovered. |
|
Variables
|
Independently
identified and clearly defined which variables were going to be changed
(independent variables) and which were going to be measured (dependent
variables). |
Independently
identified which variables were going to be changed (independent variables)
and which were going to be measured (dependent variables). Some feedback was
needed to clearly define the variables. |
With adult
help, identified and clearly defined which variables were going to be changed
(independent variables) and which were going to be measured (dependent
variables). |
Adult help
needed to identify and define almost all the variables. |
|
Descripton
of Procedure |
Procedures
were outlined in a step-by-step fashion that could be followed by anyone without
additional explanations. No adult help was needed to accomplish this. |
Procedures
were outlined in a step-by-step fashion that could be followed by anyone
without additional explanations. Some adult help was needed to accomplish
this. |
Procedures
were outlined in a step-by-step fashion, but had 1 or 2 gaps that require
explanation even after adult feedback had been given. |
Procedures
that were outlined were seriously incomplete or not sequential, even after
adult feedback had been given. |
|
Hypothesis
Development |
Independently
developed an hypothesis well-substantiated by a literature review and
observation of similar phenomena. |
Independently
developed an hypothesis somewhat substantiated by a literature review and
observation of similar phenomena. |
Independently
developed an hypothesis somewhat substantiated by a literature review or
observation of similar phenomena. |
Needed
adult assistance to develop an hypothesis or to do a basic literature review.
|
|
Diagrams
|
Provided an
accurate, easy-to-follow diagram with labels to illustrate the procedure or
the process being studied. |
Provided
an accurate diagram with labels to illustrate the procedure or the process
being studied. |
Provided
an easy-to-follow diagram with labels to illustrate the procedure or process,
but one key step was left out. |
Did not
provide a diagram OR the diagram was quite incomplete. |
|
Display
|
Each
element in the display had a function and clearly served to illustrate some aspect
of the experiment. All items, 6, graphs etc. were neatly and correctly
labeled. |
Each
element had a function and clearly served to illustrate some aspect of the
experiment. Most items, 6, graphs etc. were neatly and correctly labeled. |
Each
element had a function and clearly served to illustrate some aspect of the
experiment. Most items, 6, graphs etc. were correctly labeled. |
The
display seemed incomplete or chaotic with no clear plan. Many labels were
missing or incorrect. |
|
Conclusion/Summary
|
Student
provided a detailed conclusion clearly based on the data and related to
previous research findings and the hypothesis statement(s). |
Student
provided a somewhat detailed conclusion clearly based on the data and related
to the hypothesis statement(s). |
Student
provided a conclusion with some reference to the data and the hypothesis
statement(s). |
No
conclusion was apparent OR important details were overlooked. |