RCampus - Learning, ePortfolios, Assessments, Outcomes
Enter your login name here, or click here to go to the login page.
Enter your password:
forgot?   | click here to create a free account.
iRubric: Inquiry and Science Writing rubric

iRubric: Inquiry and Science Writing rubric

preview rubric

 

edit print email Copy to my rubrics Bookmark test run apply to... delete

Inquiry and Science Writing

  Derived from rubric: Science Argumentative Writing
built by knightcsas

Rubric Code: BA57A2
Combines argumentative writing rubric with elements of inquiry.
ready Ready to use    public Public Rubric

Directly link to this rubric or embed it on your website:
url:
link:
embed:
Keywords: (None)
Categories: Subjects: Science  
Types: Writing  
Grade Levels: 6-8, 9-12

Powered by iRubric Inquiry and Science Writing
Combines argumentative writing rubric with elements of inquiry.
  Advancing
10 pts
Developing
7 pts
Poor
4 pts
Experimental Design
30 %
Testable Question
1 pts
Advancing

A testable question(s) is/are clearly written.
Developing

A question is written but may be unclear or un-testable.
Poor

No question written.
Hypothesis
1 pts
Advancing

The hypothesis is written as an "If...then...because" statement and clearly relates to the question asked.
Developing

The hypothesis clearly relates to and tries to answer the questions asked.
Poor

The hypothesis is missing or does not relate to the question asked.
Materials
1 pts
Advancing

The list of materials is complete.
Developing

The list of materials is mostly complete.
Poor

The list of materials is incomplete.
Procedures
2 pts
Advancing

The procedures are written as clear, specific, numbered steps.
Developing

The procedures are written as steps, but may be confusing.
Poor

The procedure is incomplete or does not make sense to the reader.
Observations
30 %
Data
1 pts Collected and Organized
Advancing

Observations are detailed, organized, and accurate.
Developing

Observations are vague and/ or unorganized.
Poor

Observations are incomplete or absent.
Data Analysis
1 pts
Advancing

Data and analysis are accurate and clear and includes student-generated drawings, charts, graphs, and narrative. May include equations when appropriate.
Developing

Data and analysis are accurate, yet unclear. Includes student-generated drawings, charts, graphs, and narrative.
Poor

Data and analysis are inaccurate or student-generated drawings, charts, graphs, and narrative are missing.
Scientific Drawings
1 pts observations and graphical representations
Advancing

Accurate. Big. Colorful.
Detailed. Best effort clearly given. Data charts and graphs are made with a ruler and have appropriate labels and numerical scale.
Developing

Missing 1 component of the ABCD drawing. Data charts and graphs are made with a ruler and have appropriate numerical scale. Labels may be missing.
Poor

Missing 2 or more components of the ABCD drawing. Mechanical problems with graph numerical scale, labels and /or accuracy due to poor drawing.
Conclusion
40 %
Claim & Counterclaim
2 pts Takes a Position
Advancing

A precise developed claim is present. Explains the relevancy and importance of the topic. Explains the strengths and limitations of a distinguished relevant counterclaim.
Developing

A general claim is present. Acknowledges the relevance but does not explain the importance of the topic. There is not a clear distinction between the claim and counterclaim. Some minor errors are present in the counterclaim.
Poor

Claim is not present or it does not address relevance / significance of the topic. A convincing argument is not made. Counterclaim is not present or irrelevant.
Evidence
2 pts Develops ideas with examples (observations, data, analysis, research, etc.)
Advancing

Multiple pieces of evidence (observations and data, analysis, or research, etc.) are relevant, accurate and thoroughly explained.
Developing

Only one piece of evidence (observation or data) is used. Evidence has minor mistakes and is not explained in detail.
Poor

Evidence is wrong, repetitive or irrelevant.
Reasoning / Justification
2 pts Explains how the evidence supports the claim
Advancing

Claim is well-supported. Explains why the evidence was included and how the evidence supports the explanation.
Developing

Some reasons are more supported than others. Explains why the evidence was included or how the evidence supports the explanation but not both.
Poor

Specific reasoning for the claim is not stated. Makes simple assertion that the evidence “proves it” or it simply refers to the evidence without explaining it.
Science Content / Background
2 pts
Advancing

Accurate scientific information is included throughout the writing. Links evidence to an important concept or principle.
Developing

The topic is explained, but minor mistakes are made.
Poor

The topic is not developed and / or contains major mistakes.
Academic Vocabulary
2 pts
Advancing

Uses a variety of science vocabulary correctly.
Developing

Science vocabulary is used with minor mistakes in their definitions.
Poor

Science vocabulary is not used correctly.
Style and Organization
1 pts
Advancing

Formal style reflects an objective tone. Creates a logical structure with complete sentences and paragraphs. Focus is always on the claim. Grammar is used correctly. Transitions clarify relationships.
Developing

Formal style is inconsistent. Complete sentences are used but informal language is present. Main ideas are clear, but stray from the claim. Some grammatical mistakes are made. Transitions are used but do not connect ideas.
Poor

Formal style is not present. Complete sentences are not used. There is no specific focus. There are major grammatical mistakes. There are no transitions between ideas. There is no clarity in the writing.
Reflection
2 pts
Advancing

Student reflections are sincere. Reflections address how your ideas have changed; new understandings and connections made to prior (background) understandings.
Developing

Student has made an attempt to be sincere. Reflections address how your ideas have changed or new understandings and connections made to prior (background) understandings, but not both.
Poor

Reflections are incomplete or insincere. Student has not made connections or addressed new understandings.



Discuss this rubric



Do more with this rubric:

Preview

Preview this rubric.

Edit

Modify this rubric.

Copy

Make a copy of this rubric and begin editing the copy.


Print

Show a printable version of this rubric.

Categorize

Add this rubric to multiple categories.

Bookmark

Bookmark this rubric for future reference.
Assess

Test run

Test this rubric or perform an ad-hoc assessment.

Grade

Build a gradebook to assess students.

Collaborate

Apply this rubric to any object and invite others to assess.
Share

Publish

Link, embed, and showcase your rubrics on your website.

Email

Email this rubric to a friend.

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Bookmark this page:   RCampus RCampus   twit this twitter   delicious del.icio.us   digg Digg   facebook Facebook  
About Education Sites & Communities My Account Support
About RCampus
Terms of Use
Security & Privacy
Site Map
Case Studies
Classrooms
ePortfolios
Rubrics
Coursework
Grades
Book Exchange
Tutors
Website Gallery
Basic Groups
Study Groups
Club websites
Faculty Groups
My Account Settings
My Messages
My Calendar
My To-do List
My Favorites
My Documents
Free Sign up
Log in
Help & FAQ
Contact Us
Copyright © 2017 Reazon Systems, Inc.  All rights reserved.