Scientific Reasoning Rubric 80-grit (2nd) draft Oct-Dec, 2012 by Mariela Salas de la Cruz Student Learning Goal: Student is able to understand and apply scientific reasoning skills to areas within the sciences, technology, humanities and the arts. Scientific Reasoning: Students will relate scientific methods of inquiry to the acquisition of knowledge.
Performance Criterion: IDENTIFY QUESTION OR TOPIC Highest Level of Competency Performance descriptors 5
4
Successful identification and formulation of a clear and complete question or topic.
Intermediate Level of Competency Performance descriptors 3 2 Identification of a question or topic. However, question or topic is unclear and incomplete.
Lowest Level of Competency Performance descriptors 1
0
n/a
Not able to identify question or topic. Student misunderstood the task and question or topic seems to be unrelated.
Performance Criterion: DESIGN DATA / EVIDENCE COLLECTION Highest Level of Competency Performance descriptors 5
4
Used a successful strategy that led to completion of the design.
Intermediate Level of Competency Performance descriptors 3 2 Used a strategy that was somewhat useful leading to partial completion.
Lowest Level of Competency Performance descriptors 1
0
No evidence of a strategy or procedure, or used a strategy that was not successful.
n/a
Performance Criterion: GATHER DATA / EVIDENCE Highest Level of Competency Performance descriptors 5
4
Information is taken from sources/data with some interpretation, understanding and evaluation to develop a coherent and relatively comprehensive analysis.
Intermediate Level of Competency Performance descriptors 3 2 Information is taken from sources/data with some interpretation, understanding and evaluation but not enough to develop a coherent analysis.
Lowest Level of Competency Performance descriptors 1
0
n/a
Information is taken from sources/data without any interpretation, understanding and evaluation.
Performance Criterion: ANALYZE DATA / EVIDENCE Highest Level of Competency Performance descriptors 5
4
Gathers enough data where evidence is properly organized revealing important patterns, differences, or similarities related to focus.
Intermediate Level of Competency Performance descriptors 3 2
Lowest Level of Competency Performance descriptors 1
Gathers data and organizes the evidence, but the overall organization is not effective in revealing important patterns, differences or similarities.
Gathers and lists evidence of data, but it is not organized and/or is unrelated to focus.
0
n/a
Performance Criterion: DRAW AND PRESENT CONCLUSIONS (INCLUDE VERBAL AND WRITTEN MODES OF COMMUNICATION) Highest Level of Competency Performance descriptors 5
4
States a conclusion focus solely on the inquiry findings. Indicating a logical comprehension of its inquiry findings.
Intermediate Level of Competency Performance descriptors 3 2 States a general conclusion, indicating a lack of comprehension of its inquiry findings.
Lowest Level of Competency Performance descriptors 1
0
States an ambiguous, illogical, or unsupportable conclusion from inquiry findings.
n/a
Performance Criterion: FALSIFICATION (SKEPTICISM; WHAT IS SCIENTIFIC? EVIDENCE-BASIS; EMBEDDED PC / INCLUSIVE PC Highest Level of Competency Performance descriptors 5
4
Viewpoints of experts are subject to questioning.
Intermediate Level of Competency Performance descriptors 3 2 Viewpoints of experts are taken mostly fact, with little questioning.
Lowest Level of Competency Performance descriptors 1
0
n/a
Viewpoints of experts are taken as fact, without question.
Performance Criterion: GLOBAL IMPLICATIONS; SCIENCE AND SOCIETY Highest Level of Competency Performance descriptors 5
4
Recognizes global implications and synthesizes ideas or solutions into a coherent whole.
Intermediate Level of Competency Performance descriptors 3 2
Lowest Level of Competency Performance descriptors 1
Recognizes somewhat global implications and connects ideas or solutions in novel ways.
Recognizes existing connections among ideas or solutions. However there is no recognition of global implications.
** Many of the performance descriptors where used where a combination of four rubrics: Exemplars scientific rubric: http://www.exemplars.com/assets/files/science_rubric.pdf Inquiry and Analysis, Creative Thinking, and Critical Thinking VALUE rubrics (sections used where benchmark and milestones)
0
n/a
Notes: Some words used in this rubric may be interchangeable. Here are some words used that may be changed according to the artifact used. 1) Unclear = it means student was somewhat ambiguous or inconsistent 2) Incomplete= frequent errors (major to minor) in the structure or not fully develop
Things to add or not A. Grammar In terms of grammar, I do not consider active or passive voice since there is a variety of artifacts that may be used making this evaluation criteria interchangeable. However, should we consider this option? B. Use of scientific terminology Since this will be a rubric for the general outcomes, I did not consider this. C. Solving Problems In the creative thinking VALUE rubric there is a performance criteria called solving problems that I thought would be a nice addition to this rubric, mainly because it focus on the approaches students can take when solving a problem. A concept that in science and general is very useful and relevant. D. Frequency of Mistakes Should be consider the frequency of mistakes? This is optional and I wanted feedback but, if is not of liking we can eliminate from the rubric.
