iRubric: Understanding the Environment Performance Assessment rubric

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Understanding the Environment Performance Assessment

Summative Assessment for Unit Two

Rubric Code: J22CX9

By cmcgowan

Ready to use

Public Rubric

Subject: Science

Type: Project

Grade Levels: 9-12

Miles to Go PBL
	Exceeds Standard 4 pts	Meets Standard 3 pts	Approaching Standard 2 pts	Below Standard 1 pts	No Credit 0 pts
Box Chart x2 = 8 points total	Exceeds Standard All parts of box chart are fully completed. Student accurately identifies facts from reading. Student's hypotheses plausibly answer questions identified. Student's learning issues reflect questions identified.	Meets Standard All parts of box chart are fully completed. Student identifies facts from reading. Student's hypotheses reference questions identified. Student's learning issues reflect questions identified.	Approaching Standard Three parts of box chart are completed. Student may have errors in facts identified. Student's hypotheses vaguely reference questions identified. Student's learning issues reference questions identified	Below Standard Two parts of the box chart are completed. Student has multiple errors in facts identified. Student's hypotheses do not reference questions identified. Student's learning issues are vague and/or are not related to questions identified.	No Credit Student completes zero to one sections of the box chart.
Problem x1 = 4 points total	Exceeds Standard Student accurately identifies the problem in the case. Student explicitly mentions the correct economic choices in the problem.	Meets Standard Student accurately identifies the problem in the case. Student mentions an economic decision but does not describe the specific decision faced by character	Approaching Standard Student identifies the problem in the case. Student does not mention the economic choice in the problem	Below Standard Student makes an attempt to identify the problem. Student does not mention the economic choice in the problem	No Credit Student does not identify the problem
Hypothesis x1 = 4 points total	Exceeds Standard Student creates a plausible hypothesis related to the question identified. Student's hypothesis is written as a testable statement	Meets Standard Student creates a hypothesis related to the question identified. Student's hypothesis is written as a testable statement.	Approaching Standard Student creates a hypothesis somewhat related to the question identified. Student's hypothesis may not be written as a testable statement.	Below Standard Student creates a hypothesis distantly related to the question identified. Student's hypothesis may not be written as a testable statement.	No Credit Student does not create a hypothesis or the hypothesis is not at all related to the question identified.
Experiment x1 = 4 points total	Exceeds Standard Student creates an experiment that answer the question identified. Student provides a clear, explicit explanation for why that experiment will provide valuable data.	Meets Standard Student creates an experiment that may answer the question identified. Student provides an explanation for the experiment, but the explanation may be lacking in detail.	Approaching Standard Student creates an experiment that may answer the question identified. Student does not provide an explanation for the experiment	Below Standard Student creates an experiment that distantly addresses the question identified. Student does not provide an explanation for the experiment.	No Credit Student does not create an experiment or creates an experiment that is not at all related to the question identified.
Fuel Economy x1 = 4 points total	Exceeds Standard Student finds correct mileage data for both cars, taking into account model year and engine type	Meets Standard Student finds correct mileage data for both cars, but may not take into account model year and engine type.	Approaching Standard Student finds correct mileage data for one car, taking into account model year and engine type.	Below Standard Student finds correct mileage data for one car, but may not take into account model year and engine type.	No Credit Student does not identify mileage for either car.
Cost Calculations x2 = 8 points total	Exceeds Standard Student accurately calculates the cost per mile and cost per month of each car. Student identifies which car is the better deal based on calculated numbers.	Meets Standard Student accurately calculates the cost per mile and cost per month of each car, but may have one error. Student identifies which car is the better deal based on calculated numbers.	Approaching Standard Student accurately calculates the cost per mile and cost per month of one car. Student may not correctly identify which car is the better deal based on calculated numbers	Below Standard Student attempts to calculate the cost per mile and cost per month of each car. Student may not correctly identify which car is the better deal based on calculated numbers	No Credit Student does not attempt to calculate the cost per mile and cost per month of either car.
Support/Reject Hypothesis x1 = 4 points total	Exceeds Standard Student correctly identifies if the results from the study support the hypothesis. Student explicitly uses data to support conclusions.	Meets Standard Student correctly identifies if the results of the study support the hypothesis. Student references data in support of conclusions	Approaching Standard Student correctly identifies if the results of the study support the hypothesis, but does not reference data in support.	Below Standard Student incorrectly identifies if the results of the study support the hypothesis. Student does not reference data.	No Credit Student does not identify if the results support or reject the hypothesis.
Environmental Impacts x1 = 4 points total	Exceeds Standard Student correctly identifies two environmental concerns that might impact Shantel's decision. Student explains what his/her decision would be and gives explanation for that decision.	Meets Standard Student correctly identifies one environmental concern that might impact Shantel's decision. Student explains what his/her decision would be.	Approaching Standard Student may correctly identifies one environmental concern that might impact Shantel's decision. Student does not explain what his/her decision would be	Below Standard Student identifies an environmental concern that is not related to Shantel's decision. Student does not explain what his/her decision would be.	No Credit Student does not identify any environmental concerns that might impact Shantel's decision
Spelling/Grammar x1 = 4 points total	Exceeds Standard No spelling/grammar errors.	Meets Standard Up to two spelling/grammar errors.	Approaching Standard Up to four spelling/grammar errors.	Below Standard Up to six spelling/grammar errors	No Credit More than six spelling/grammar errors.

Keywords:

PBL, mileage, environmental science

Subjects:

Science

Types:

Project

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