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Teaching and Learning

 Student studying plant life

 

Sample General Scoring Rubric

Adapted from document by the Kentucky Department of Education

Exemplary

  • The student completes all important components of the task and communicates ideas clearly
  • The student demonstrates in-depth understanding of the relevant concepts and/or processes
  • Where appropriate, the student chooses more efficient and/or sophisticated processes
  • Where appropriate, the student offers insightful interpretations or extensions of what was learned

Proficient

  • The student completes most important components of the task and communicates ideas clearly
  • The student demonstrates understanding of major concepts even though he/she overlooks or misunderstands some less important ideas or details

Developing

  • The student completes some important components of the task and communicates clearly
  • The student demonstrates that there are important gaps in his/her conceptual understanding

Beginning

  • The student shows minimal understanding
  • The student addresses only a small portion of the required task(s)

 

 

Science Process Skills Checklist

Adapted from the ASC Great Northern Science Book

Student Name

Observation

Classification

Measurement

Prediction

Inference

Data Collection

Data Interpretation

Communica-tion

                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 
                 

Scoring: 1 = Use of the process not apparent on date noted

2 = Uses process by not effectively

3 = Uses process effectively

4 = Uses process skillfully

Third Grade Water Project Final Assessment Rubric

You will receive up to 10 points per box from your teacher for including each of the following elements in your project. In the second column, you will also need to assess your knowledge and skills for each component.

Concepts

Student Points

Teacher Points

I demonstrated an understanding of cohesion (water likes to stick to itself)

   

I demonstrated an understanding of adhesion (water is attracted to some surfaces more than others)

    

I demonstrated an understanding of surface tension (water molecules hold together on the surface of water)

    

I demonstrated an understanding that certain liquids added to water will decrease its cohesion (ability of its molecules to attract each other)

    

I demonstrated an understanding of the three states of matter for water (solid, liquid, and gas)

    

I demonstrated an understanding of the water cycle

    

Skills:

    

I demonstrated the correct use of an eye dropper

    

I demonstrated that I can observe scientifically

    

I worked cooperatively with my group (I was a good listener and I helped)

    

I evaluated this project on the back of this paper (what I liked and didn’t like)

    

 

 

SCIENCE HOLISTIC SCORING RUBRIC

Adapted from The Student Performance Assessment in an Era of Restructuring

Level

Problem Solving or Inquiry Projects

Communication for Written or Oral Presentations

Level 3

Exemplary

  • Analyzed and readily understood the task
  • Developed an efficient and workable strategy to accomplish the task
  • Strategy was implemented effectively
  • Knowledge was applied appropriately
  • Appropriate, organized, and effective system for display of information or data
  • Display of information or data is precise, accurate, and complete
  • Interpretations and explanations were logical and communicated effectively

Level 2

Proficient/Meets the standard

  • Understood task
  • Developed a workable strategy to accomplish task
  • Strategy could be inferred (some evidence) but not always clear
  • Knowledge was applied
  • Appropriate, organized system for display of information or data
  • Display of information or data is mostly precise, accurate, and complete
  • Interpretations and explanations were logical and mostly clear

Level 1

Developing

  • Partially understood the task
  • Appropriate strategy some of the time
  • Possible evidence of a plan, but not clear
  • Partial evidence of application of knowledge
  • Disorganized system for display of information or data
  • Display of information or data is not precise, accurate, or complete
  • Interpretations and explanations are not clear