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iRubric: Reading Standards for Literacy in Science rubric

iRubric: Reading Standards for Literacy in Science rubric

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Reading Standards for Literacy in Science 
Reading Standards for Literacy in Science
Rubric for Evaluating Standards for Literacy in Science and Technical Subjects.
Rubric Code: BCB7WC
By Blakgr
Ready to use
Public Rubric
Subject: Science  
Type: Reading  
Grade Levels: 9-12

Powered by iRubric Literacy Standards
  Poor

1 pts

Fair

2 pts

Good

3 pts

Cite specific textual evidence

Poor

Does not cite specific textual evidence to support analysis of science and technical texts. Does not point out important distinctions the author makes. Does not point out gaps or inconsistencies in the account
Fair

Cites some specific textual evidence to support analysis of science and technical texts. Attends to some important distinctions the author makes. Points out some gaps and inconsistencies in the account.
Good

Cites specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
Determine central ideas

Poor

Does not determine the central ideas or conclusions of a text. Does not summarize complex concepts, processes or information. Does not paraphrase texts in simpler but still accurate terms.
Fair

Determines some central ideas or conclusions. Summarizes some complex concepts, processes or information. Some paraphrasing is done in simpler but still accurate terms.
Good

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms
Follow a multistep procedure

Poor

Does not follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. Does not analyze the specific results based on explanations in the text.
Fair

Can follow a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks (but not completely precise in this procedure). Some analysis of the specific results based on explanations in the text takes place.
Good

Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
Determine key meanings

Poor

Does not determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Fair

Some determination of the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics is evident.
Good

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.
Analyze structure

Poor

Does not analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
Fair

Some analysis of how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas is present.
Good

Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
Analyze author's purpose

Poor

Does not analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Unresolved issues are not identified.
Fair

There is some analysis of the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text. Some important issues that remain unresolved are identified.
Good

Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
Multiple sources

Poor

Does not integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Fair

Some integration and evaluation of multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem is evident.
Good

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.
Evaluating

Poor

Does not evaluate the hypotheses, data, analysis, and conclusions in a science or technical text. Does not verify the data when possible. Does not corroborate or challenge conclusions with other sources of information.
Fair

There is some evaluation of the hypotheses, data, analysis, and conclusions in a science or technical text. Some verification of the data is present. There is some corroboration with other sources of information present.
Good

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
Synthesize

Poor

Does not synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
Fair

Some information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information is synthesized.
Good

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.




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