Research Paper Grading Rubric
Research Paper Grading Rubric
|Components |Outstanding |Good |Average |Below Average |
|Title |Is descriptive of question and |Gives a general description of |Is present |Not present |
|2 points |work performed |question and work performed |Missing two of the following: | |
| |Includes dependent variable, |Missing one of the following: |dependent variable, independent | |
| |independent variable and organism |dependent variable, independent |variable and organism studied | |
| |studied |variable and organism studied | | |
|Abstract |States clearly question being |Is missing one component of good |Is missing two components of a |Is missing three or more |
|5 points |asked |abstract |good abstract |components of a good abstract |
| |Gives hypothesis being tested |Abstract is not well organized or |Does not give an overview that |Is not written in a scientific |
| |Highlights most important findings|concise. |leads directly to the reader being|style |
| |with enough information to | |able to state the major findings |Includes references in abstract |
| |understand experiments | |of the study | |
| |States major findings and | | | |
| |conclusions | | | |
| |Is a concise summary of question | | | |
| |and findings | | | |
|Introduction |Demonstrates that student has |Demonstrates that student has good|Demonstrates that student has |Does not demonstrate that student |
|12 points |outstanding understanding of the |understanding of the research |average understanding of the |has an average understanding of |
| |research subject matter |subject matter |research subject matter |the research subject matter |
| |Provides the reader with the |Contains some superfluous |Is missing one or two components |Is missing needed information to |
| |necessary information to |information |of a good introduction |understand the present study or is|
| |understand the present study |Does not pique the interest of the|Contains significant superfluous |Is missing a description of the |
| |Piques the readers interest and |reader |information |specific purpose of the study, a |
| |makes the importance of the |Is missing some needed background |Gives a description of the study |description of the hypothesis |
| |question real |information |system |being tested and a brief summary |
| |Gives appropriate information to |Gives too much information--more | |of the experimental strategy being|
| |previous studies that has an |like a summary | |used at the end of the |
| |impact on the current study |Has all the components of a good | |introduction |
| |Does not contain superfluous |introduction but some parts may | |Contains no information about the |
| |information and/or is not wordy |be difficult to understand | |study system |
| |Gives a description of the |Gives a description of the study | | |
| |specific purpose of the study, a |system with some comment on its | | |
| |description of the hypothesis |appropriate use | | |
| |being tested and a brief summary | | | |
| |of the experimental strategy being| | | |
| |used at the end of the | | | |
| |introduction | | | |
| |Gives a description of the study | | | |
| |system and why it is appropriate | | | |
| |to use it to answer hypothesis | | | |
|Materials and Methods |Describes how the experiment was |Describes how the experiment was |Describes how the experiment was |Is lacking several critical |
|6 points |performed with sufficient detail |performed with sufficient detail |performed with some critical |details so that it is impossible |
| |to enable another scientist to |to enable another scientist to |details are lacking |to repeat the experiments |
| |repeat the experiment and obtain |repeat the experiment and obtain |Most steps are understandable but |described |
| |the same results |the same results |some lack detail or are confusing |Many steps are missing in |
| |Presents easy-to-follow steps |Most steps are understandable but | |describing steps in an experiment |
| |which are logical and adequately |some lack detail or are confusing | | |
| |detailed without including | | | |
| |standard procedures that all | | | |
| |scientist know how to do | | | |
|Results |All pertinent data is described |All pertinent data is described |Most pertinent data is described |Raw unprocessed data is present |
|8 points |Raw unprocessed data is absent |Raw unprocessed data is absent |Raw unprocessed data is absent |Some results presented as both |
| |Results presented as both |Most results presented as both |Most results presented as both |narrative text and in figures and |
| |narrative text and in figures and |narrative text and in figures and |narrative text and in figures and |tables |
| |tables |tables |tables |Data not clearly presented |
| |Data presented in a logical manner|Most data presented in a logical |Most data presented in a logical |Important data not highlighted |
| |to enable the reader to draw |manner to enable the reader to |manner to enable the reader to |Data in tables or figures not |
| |conclusions |draw conclusions |draw conclusions |described in narrative form |
| |Important data is highlighted |Most important data is highlighted|Most important data is highlighted| |
| |No conclusions are present |All tables and figures have |Most of the tables and figures | |
| |All tables and figures have |appropriate legends |have appropriate legends | |
| |appropriate legends |All tables and figures are |Most tables and figures are | |
| |All tables and figures are |described in the narrative text |described in the narrative text | |
| |described in the narrative text | | | |
|Discussion/ |Question and hypothesis restated |Conclusions are stated clearly |Conclusions are stated clearly |Conclusions are stated but |
|Conclusions |Conclusions are stated clearly |with explicit reference to the |with reference to the data that |without sufficient reference to |
|8 points |with explicit reference to the |data that support a conclusion |support a conclusion |the results that support it. |
| |data that support a conclusion |Argument for conclusions is |Argument for the conclusions can |Lacking several of the characters |
| |Argument for conclusions well |generally well organized |be understood but difficult to |of a good discussion |
| |organized |Importance of conclusions |follow | |
| |Importance of conclusions |discussed |Final paragraph states the major | |
| |discussed |Conclusions related to other |finding of the study (the take | |
| |Conclusions related to other |studies and put into a context of |home message) | |
| |studies and put into a context of |current knowledge | | |
| |current knowledge |Final paragraph states the major | | |
| |Clear differentiation between |finding of the study (the take | | |
| |speculations and conclusions |home message) | | |
| |Final paragraph states the major | | | |
| |finding of the study (the take | | | |
| |home message) | | | |
|References |All cited sources present |All cited sources present |Most cited sources present |Many sources absent |
|5 points |No references not cited in the |In appropriate format |Generally in appropriate format |Inappropriate format |
| |body present |References relevant and |References relevant and |References not most |
| |In appropriate format |appropriate |appropriate |relevant/appropriate to study |
| |References all highly relevant | | | |
|Grammar and mechanics |Paragraphs well organized |Most paragraphs well organized |Many paragraphs well organized |Paper lacks well organized |
|4 points |Sections with logical organization|Sections with logical organization|Several grammatical errors, typos,|paragraphs |
| |of paragraphs (especially |of paragraphs (especially |and misspelling may be present |Sections do not contain |
| |introduction, results and |introduction, results and | |information presented in a logical|
| |conclusions) |conclusions) | |order |
| |Few grammatical errors, typos and |Several grammatical errors, typos,| |Many grammatical errors |
| |misspellings |and misspelling may be present | |Many misappropriate word useage |
| |Appropriate word selection |Some misappropriate word useage | |errors (e.g., effect vs. affect) |
| |Correct use of scientific terms |errors (effect vs. affect) | |Many misuses of scientific terms |
| | |Some misuse of scientific terms | | |
|Overall Evaluation |45-50 points |40-44 points |35-39 points |0-34 points |
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