- Username
- Password
forgot?

iRubric: Science Fair rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
Science Fair Science Fair Rubric Code: UX78XC2 By sjboerbo Ready to use Public Rubric Subject: Science Type: Project Grade Levels: K-5

Project Board components
	5 5 pts	4 4 pts	3 3 pts	2 2 pts	1 1 pts	0 0 pts
Testable Problem	5 Problem is testable. Problem is specifically stated and easy to understand.	4 Problem is testable. Problem is generally stated and easy to understand.	3 Problem is testable.	2 Problem is observable instead of testable.	1 Problem is not testable. It is an opinion, model, demonstration, or report.	0 Problem is not stated.
Hypothesis	5 Hypothesis is a clearly stated answer to the problem. It is stated in an "I think...because" format with research or previous experience included.	4 Hypothesis is a stated answer to the problem. It is stated in an "I think...because" format .	3 Hypothesis is stated in an "I think...because" format but is missing a solid reason.	2 Hypothesis is stated with an "I think" component.	1 Hypothesis is stated but does not give a clear answer to the problem.	0 Hypothesis not stated.
Experiment	5 Procedures and Materials are listed in a clear, precise, and complete way so that another person could easily replicate the experiment. The metric system is used for measurement.	4 Materials and procedures are listed clearly and completely. The metric system is used for measurement.	3 Materials and procedures are listed. Some steps may be missing. Metric system may or may not be used for measurement.	2 An attempt at materials and procedures is evident, but many steps or materials are missing. Metric system may or may not be used for measurement.	1 Has either materials or procedures listed, but not both. Metric system may or may not be used for measurement.	0 No materials or procedures listed.
Evidence of Control Group	5 Control group clearly shows the absence of the testable variable.	4 Control group evident that could relate to absence of testable variable.	3 Control group is mentioned, but it is not an absence of the testable variable.	2 Control group is not used to compare to other variables.	1 Control group is actually just another variable.	0 No control group.
Evidence of limiting variables	5 All but one variable is controlled and the limits are mentioned.	4 All but one variable is controlled.	3 Attempt to control variables is evident.	2 More than 1 variable is evident.	1 Evidence lacking that all but 1 variable was controlled.	0 No attempt to control variables.
Repeated Experimentation	5 10 trials or 10 tested at a time in all variable groups.	4 10 trials or 10 experimental groups in some variables.	3 7 trials or 7 experimental groups.	2 5 trials or 5 experimental groups.	1 3 trials or 3 experimental groups.	0 No repeated trials or large experimental groups.
Data	5 Data is neat, clearly labeled, organized and thorough. Includes a chart and other forms of showing data.	4 Data is neat, organized, and labeled. Includes chart and 1 other form of reporting.	3 Data includes chart and another form or reporting.	2 Data evident in a chart.	1 Some data evident.	0 No data shown.
Results	5 Results are in a well written, grammatically correct and include all the data.	4 Results are restated in a paragraph. Some errors may be present.	3 Results are evident, but not written in a paragraph.	2 Some results are listed, not written.	1 Some results are listed, but they are not clear or complete.	0 No results are shown.
Conclusion	5 Conclusion is well written and grammatically correct. It states if hypothesis was supported, provides evidence, and tells what student would do differently next time.	4 Conclusion is written in a paragraph. Some errors may be present. It states if hypothesis was supported and provides evidence.	3 Conclusion is evident, but it is not in a paragraph. It states if hypothesis was supported, but does not provide evidence from the experiment to back it up.	2 Conclusion is a sentence about the hypothesis. Evidence is missing.	1 Conclusion does not address hypothesis.	0 No conclusion is shown.
Application	5 Application is well written and grammatically correct. It relates the findings of the experiment to the real world and the purpose of the experiment.	4 Application is written in a paragraph. Some errors may be present. It relates the findings of the experiment to the real world and the purpose of the experiment.	3 Application is written in a paragraph. Many errors are present. It relates the findings of the experiment to the real world or the purpose.	2 Application is written in a paragraph. It does not relate the findings of the experiment to the real world or the purpose.	1 Application is a sentence that does not tie the findings to the real world or the purpose.	0 No application is shown.
Display Board	5 Display board is neat and attractive. All sections are easy to read and arranged in the correct format.	4 Display board is neat with some attractive element. Sections are readable and arranged in the correct format.	3 Display board is arranged in the correct format. Some sections may be hard to read.	2 Some sections are hard to read, but are in the correct order. Board is not attractive.	1 Many sections are unreadable, and not in the correct order on the board.	0 All sections are hard to read and not in the correct order.
Interview Components
	5 5 pts	4 4 pts	3 3 pts	2 2 pts	1 1 pts	0 0 pts
Purpose	5 Student demonstrates complete understanding and can thoroughly explain the purpose of the experiment.	4 Student demonstrates understanding and can explain the purpose of the experiment.	3 Student demonstrates some understanding and can somewhat explain the purpose of the experiment.	2 Student demonstrates little understanding and cannot explain the purpose of the experiment.	1 Student demonstrates no understanding and cannot explain the purpose of the experiment.	0 Student has no response to questions.
Set up	5 Student demonstrates complete understanding and can thoroughly explain the set up of the experiment.	4 Student demonstrates understanding and can explain the set up of the experiment.	3 Student demonstrates some understanding and can somewhat explain the set up of the experiment.	2 Student demonstrates little understanding and cannot explain the set up of the experiment.	1 Student demonstrates no understanding and cannot explain the set up of the experiment.	0 Student has no response to questions.
Hypothesis	5 Student demonstrates complete understanding and can thoroughly explain the formation of the hypothesis.	4 Student demonstrates understanding and can explain the formation of the hypothesis.	3 Student demonstrates some understanding and can somewhat explain the formation of the hypothesis.	2 Student demonstrates little understanding and cannot explain the formation of the hypothesis.	1 Student demonstrates no understanding and cannot explain the formation of the hypothesis.	0 Student has no response to questions.
Control Group	5 Student demonstrates complete understanding and can thoroughly explain the need and importance of the control group in the experiment.	4 Student demonstrates understanding and can explain the need and importance of the control group in the experiment.	3 Student demonstrates some understanding and can somewhat explain the need and importance of the control group in the experiment.	2 Student demonstrates little understanding and cannot explain the need and importance of the control group in the experiment.	1 Student demonstrates no understanding and cannot explain the need and importance of the control group in the experiment.	0 Student has no response to questions.
Limiting Variables	5 Student demonstrates complete understanding and can thoroughly explain the importance of limiting variables in the experiment.	4 Student demonstrates understanding and can explain the importance of limiting variables in the experiment.	3 Student demonstrates some understanding and can somewhat explain the importance of limiting variables in the experiment.	2 Student demonstrates little understanding and cannot explain the importance of limiting variables in the experiment.	1 Student demonstrates no understanding and cannot explain the importance of limiting variables in the experiment.	0 Student has no response to questions.
Repeated trials	5 Student demonstrates complete understanding and can thoroughly explain the importance of repeating trials or using large experimental groups.	4 Student demonstrates understanding and can explain the importance of repeating trials or using large experimental groups.	3 Student demonstrates some understanding and can somewhat explain the importance of repeating trials or using large experimental groups.	2 Student demonstrates little understanding and cannot explain the importance of repeating trials or using large experimental groups.	1 Student demonstrates no understanding and cannot explain the importance of repeating trials or using large experimental groups.	0 Student has no response to questions.
Data/Conclusion	5 Student demonstrates complete understanding and can thoroughly explain the data and how it connects to the conclusion.	4 Student demonstrates understanding and can explain the data and how it connects to the conclusion.	3 Student demonstrates some understanding and can somewhat explain the data and how it connects to the conclusion.	2 Student demonstrates little understanding and cannot explain the data and how it connects to the conclusion.	1 Student demonstrates no understanding and cannot explain the data and how it connects to the conclusion.	0 Student has no response to questions.
Application	5 Student demonstrates complete understanding and can thoroughly explain what was learned in the experiment and how the project relates to the real world.	4 Student demonstrates understanding and can explain what was learned in the experiment and how the project relates to the real world.	3 Student demonstrates some understanding and can somewhat explain what was learned in the experiment and how the project relates to the real world.	2 Student demonstrates little understanding and cannot explain what was learned in the experiment and how the project relates to the real world.	1 Student demonstrates no understanding and cannot explain what was learned in the experiment and how the project relates to the real world.	0 Student has no response to questions.
Overall Presentation	5 Student is comfortable and confident. Student exhibits enthusiasm for project and speaks clearly to easily answer all questions about project.	4 Student is comfortable. Student exhibits enthusiasm and speaks clearly to answer most questions.	3 Student is comfortable. Student exhibits some enthusiasm for project. Student speaks clearly.	2 Student appears uncomfortable. Student has some enthusiasm for project. Student may have to to repeat words to be understood.	1 Student appears uncomfortable. Student has no enthusiasm for project. Student is hard to understand.	0 Student has no response to questions.

Subjects:

Science

Types:

Project

Discuss this rubric