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iRubric: Science Fair Display Board rubric

iRubric: Science Fair Display Board rubric

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Science Fair Display Board 
Science Fair Display Board
Rubric to grade students on science fair project boards turned in for thrid six weeks. The project (report) has already been graded.
Rubric Code: W68AA7
By kedwards
Ready to use
Public Rubric
Subject: Science  
Type: Project  
Grade Levels: Undergraduate

Powered by iRubric Display Board Project Points
  Poor

(N/A)

Fair

(N/A)

Good

(N/A)

Excellent

(N/A)

Introduction
10 %

Poor

Research does not help the student form a testable hypothesis and does not add to the student's prior knowledge.
Fair

Research helps the student form a testable hypothesis but does not add to the student's prior knowledge.
Good

Research helps the student form a hypothesis (maybe not testable) and gives the student knowledge that may or may not have been known.
Excellent

Research helps the student form a testable hypothesis and gives the student knowledge that may or may not have been known.
Hypothesis
10 %

Poor

Hypothesis is unrelated to the purpose of the project. It is not tested throughout the project.
Fair

Hypothesis is stated correctly, but does not correlate to the purpose of the project and is not testable.
Good

Hypothesis correlates to the purpose but is not testable.
Excellent

Hypothesis is testable and directly correlates to the purpose. It is not stated as an if/then statement, but does imply the student is guessing.
Materials
10 %

Poor

Materials are not appropiate for the experiment.
Fair

Materials are missing a few things the teacher feels could add to the accuracy of the experiment.
Good

Materials are appropiate for the experiment but reproducibility is uncertain.
Excellent

Materials are appropiate for the experiment but reproducibility is limited to certain audiences.
Procedure
10 %

Poor

Student did not use appropiate materials and incorrectly stated the procedure so that anyone wishing to do the experiment gets varied results.
Fair

Student used appropiate materials and stated the procedure so that anyone wishing to do the experiment can perform it but must guess what to do at more than 2 steps.
Good

Student used appropiate materials and stated the procedure so that anyone wishing to do the experiment can perform it but must guess what to do at 1-2 steps.
Excellent

Student used appropiate materials and correctly stated the procedure so that anyone wishing to do the experiment can perform it and get the same results.
Data
10 %

Poor

No axes are labeled. It is unclear what the data represents without referring to the written results.
Fair

Some axes are labeled. Results must be referenced (more than twice) to gain an understanding of the data.
Good

Most axes are labeled. Results must be referenced (at least once) to gain an understanding of the data.
Excellent

All axes are labeled. Data is understood but results may have to be referenced.
Results
20 %

Poor

Does not explain the data. Unclear what happened in the experiment after reading the results.
Fair

Somewhat explains the data but the reader must see a chart or graph to gain a clear understanding of the project's results.
Good

Almost explains data and tells what happened in the experiement. The reader must see a chart or graph to gain a clear understanding of the project's results.
Excellent

Mostly explains data and tells what happened in the experiement with one question. If no data were provided, a reader would still understand what happened in the experiment.
Conclusion
15 %

Poor

Student neither explains the results of the experiment nor tells if the hypothesis was correct or incorrect.
Fair

Student explains if hypothesis was correct or incorrect.
Good

Student explains the results of the project but leaves some question about what was supposed to happen and what actually did. Student explains if hypothesis was correct or incorrect.
Excellent

Student explains the results of the project and draws a difference between what was supposed to happen and what actually did. Student explains if hypothesis was correct or incorrect. Student exemplifies an understanding of the scientific process.
Presentation
15 %

Poor

Board is not neat and seems haphazardly thrown together. Steps from the scientific process may or may not be out of order.
Fair

Board is decorated nicely. More than two steps of the scientific process is out of order.
Good

Board is decorated nicely and neatly. One to two steps of the scientific process is out of order.
Excellent

Board is decorated nicely and neatly. The decoration draws a visitor to the board and keeps their attention. One step of the scientific process is out of order.



Keywords:
  • science fair

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