Science Lab Report Rubric - SharpSchool
Science Lab Report Rubric
| | |4 |3 |2 |1 |IE |
| | |Expert |Practitioner |Apprentice |Novice | |
|PRO|PUR|Purpose includes a statement or |Purpose includes a statement or |Purpose includes a statement or |Purpose includes a statement or | |
|CES|POS|question, which clearly reflects an |question, which reflects an |question, which reflects an |question, which reflects a | |
|S |E |understanding of the objective(s) of |understanding of the objective(s) of |incomplete understanding of the |misunderstanding of the objective(s) | |
| | |the experiment. |the experiment. |objective(s) of the experiment. |of the experiment. | |
| |PRO|Includes a clear organized set of |Includes a clear organized set of |Includes an unclear set of |Includes an unclear set of | |
| |CED|directions that can easily be |directions that can easily be |directions. Some steps may be: |directions. Most steps may be: | |
| |URE|followed by someone who did not do |followed by someone who did not do |missing, |missing, | |
| | |the lab. Procedure is written using |the lab. |incomplete, |incomplete, | |
| | |the appropriate scientific language. | |disorganized, |disorganized, | |
| | | | |difficult to follow. |difficult to follow. | |
| |DAT|The data is accurately collected, |The data s accurately collected, |The data collected contains minor |The data collected contains | |
| |A |well organized and contains all |organized, and contains all units. |errors and/or is somewhat |significant errors and is | |
| |& |units. | |disorganized. |disorganized. | |
| |OBS| | | | | |
| |ERV|The data is appropriately represented|The data is appropriately represented|The data is represented in an |The data is represented in an | |
| |ATI|in a well-organized graph, |in an organized graph, illustration |organized graph, illustration and/or |inappropriate or disorganized way. | |
| |ONS|illustration and/or diagram. |and/or diagram. |diagram. | | |
| | | | | | | |
| | |Observations are concise, complete |Observations are complete. |Observations are somewhat incomplete |Observations are incomplete and | |
| | |and descriptive. | |and lacking detail |lacking detail | |
| | | | | | | |
| | |Calculations, if required, are |Calculations, if required, are shown |Calculations show some work but are |Most of the calculations are missing | |
| | |clearly shown, correct and complete; |and complete but may contain minor |incorrect or missing units. |work. | |
| | |units are included. |errors; units are included. | | | |
|CON|CON|The conclusion is complete and well |The conclusion is complete and |The conclusion is mostly complete. |The conclusion is incomplete | |
|CEP|CLU|thought out. It clearly addresses |thought out. It addresses the |It addresses the question/problem to |OR | |
|TS |SIO|the question/problem to be solved. |question/problem to be solved. |be solved. |It does not address the | |
| |N | | | |question/problem to be solved. | |
| | | | | | | |
| | |The data analysis (identification of |The data analysis (identification of |The data analysis shown is very basic|The data analysis shown is weak | |
| | |patterns) is clearly shown, is |patterns) is shown, is mostly correct|(restatement of the data), mostly |(refers to but does not include | |
| | |correct and complete. Ideas are |and complete. |complete but contains minor errors. |actual data) | |
| | |applied to new situations. | | |OR | |
| | | | | |contains significant errors. | |
| | | | |The conclusion demonstrates a basic | | |
| | |The conclusion demonstrates a clear |The conclusion demonstrates an |understanding of the science concept |The conclusion demonstrates a weak | |
| | |understanding of the science concept |understanding of the science concept |as evidenced by: |understanding of the science concept | |
| | |being investigated as evidenced by: |being investigated as evidenced by: | |as evidenced by: | |
| | | | |little use of scientific vocabulary. | | |
| | |extensive use of new and previously |appropriate use of new scientific | |no use of scientific vocabulary. | |
| | |learned scientific vocabulary. |vocabulary. | | | |
| | | | | | | |
| | |clear connections between data, | |basic connections between data, | | |
| | |observations and concepts are |connections between data, |observations and new concepts not |connections between data, | |
| | |consistently supported by specific |observations and concepts supported |consistently supported by evidence. |observations and new concepts are not| |
| | |evidence. |by specific evidence. | |supported by evidence. | |
| | | | |Sources of error are identified and | | |
| | |Sources of error are identified, | |are appropriate. | | |
| | |appropriate and demonstrate a clear |Sources of error are identified, | |Sources of error are identified but | |
| | |understanding of the possible effects|appropriate and demonstrate a basic | |are inappropriate. | |
| | |on the outcome of the experiment. |understanding of the possible effects| | | |
| | | |on the outcome of the experiment. | | | |
|WRI|WRI|The report shows clear evidence of |The report shows evidence of use of |The report shows some evidence of use|The report shows little evidence of | |
|TTE|TTE|use of the writing process and is in |the writing process and is in final |of the writing process and is in |use of the writing process. | |
|N |N |final draft form. |draft form. |final draft form. | | |
|COM|COM| | | | | |
|MUN|MUN|Focus is clearly stated and | |Focus is unclear and/or is not |Focus is unclear and is not referred | |
|ICA|ICA|consistently referred to throughout |Focus is clearly stated and referred |referred to consistently throughout |to throughout the piece. | |
|TIO|TIO|the piece. |to throughout the piece. |the piece. | | |
|N |N | | | | | |
| | |Consistently uses a variety of | |Uses transitions and is written in a |Use of transitions is ineffective or | |
| | |transitions effectively and is |Consistently uses transitions |logical sequence. |work is not written in a logical | |
| | |written in a logical sequence. |effectively and is written in a | |sequence. | |
| | | |logical sequence. | | | |
| | |consistently uses a strong, formal, | |Does not consistently use a formal, |Does not use a formal, academic | |
| | |academic voice. |consistently uses a formal, academic |academic voice. |voice. | |
| | | |voice. | | | |
| | |It contains few spelling and/or | |It contains some spelling and/or |It contains many spelling and/or | |
| | |grammar errors. |It contains some spelling and/or |grammar errors, which detract from |grammar errors, which significantly | |
| | | |grammar errors, which do not detract |the clarity of ideas. |detract from the clarity of the | |
| | | |from the meaning of the work. | |written work. | |
/20
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