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iRubric: Inquiry and Science Writing rubric

iRubric: Inquiry and Science Writing rubric

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Inquiry and Science Writing 
Science Argumentative Writing
Combines argumentative writing rubric with elements of inquiry.
Rubric Code: BA57A2
By knightcsas
Ready to use
Public Rubric
Subject: Science  
Type: 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.




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