Intro:

The purpose of this assessment is to judge students understanding of a science

investigation. A science investigation is not as simple as the scientific method and requires much
more thought than that. This rubric encompasses the requirements for making a scientific
investigation that meets the standard. Students need to incorporate a testable question, a list of
materials, a thorough analysis, a way to represent data, detailed descriptions of observations,
compare data to original question, use the equipment properly and respectfully, state variables,
use logical reasoning when creating the hypothesis, use an appropriate investigative design, and
lastly be sure that the experiment can be repeated. Throughout the transformation from draft
rubric to the revised rubric these qualities of a scientific investigation were incorporated when
necessary. There are several learning goals associated within a science experiment. First,
teachers are looking to further develop teamwork skills through collaboration in carrying out
complex tasks. Students will consume different roles that all contribute to the success of the
investigation and respond and contribute to others thoughts and ideas. Secondly, through science
investigations, teachers are striving to motivate students interest in science and learning science.
This includes developing critical thinking skills and discussion in the classroom to gain further
knowledge. Thirdly, teachers want to contribute to students knowledge of the nature of science.
Fourth, through scientific investigations students learn to use tools and develop practical skills.
Lastly, students work to develop scientific reasoning. This rubric is analytical because the
criteria is subdivided into different levels of performance (Luft, 1997). The levels of
performance include meets standard, beginning to meet standard, and does not yet meet standard.

Science Investigation Rubric Draft:

Criteria

Meets Standard

Beginning to Meet Standard

Does Not Yet Meet Standard

Questioning

Asks testable questions based

on observations; restates
untestable questions. Identifies
variables. Distinguishes between
questions that can be answered
through observation,
experiments, and research.

Poses questions based on

observations. Identifies one
variable. Does not
consistently distinguish
between questions that can
be answered through
observation, experiments,
and research.

Asks questions that may or may

not relate to observations. Does
not identify a variable. Does not
distinguish between questions
that can be answered through
observation, experiments, and
research.

Predicting &
Hypothesizing

Uses logical inferences to predict

what may happen or be observed
or provides a reasonable
hypothesis related to evidence.

Uses logic to make a

Not yet able to generate a
prediction but does not relate hypothesis or logical prediction.
it to evidence.

Designing an
Experiment/
Investigation

Student can create a plan for a

fair test that identifies what they
will observe and measure,
includes a materials list and a
sequential steps, and describes
variables and how all but one
will be kept constant.

Student can develop a fair

Student can not yet develop a fair
test that includes some of the test.
elements of a fair test.

Investigating

Follows a plan for the

investigation. Records all data
systematically and accurately.
Records observations of
similarities and differences.
Chooses appropriate
measurements and measures
accurately. Draws scientifically
with proper perspective and with
details as necessary.

Follows a plan for the

investigation. Records some
data but not always
systematically or accurately.
Records observations but not
always similarities and
differences. Chooses
appropriate measurements
but does not always measure
accurately. Draws
scientifically with proper
perspective and with details
as necessary.

Does not follow the plan for the

investigation. Records some data,
but not systematically or
accurately. Records some
observations. Does not always
choose appropriate
measurements. Draws
scientifically, but not with many
details.

Analyzing and
Explaining Data,
Drawing
Conclusions

Represents data using graphs,

charts, and tables. Analyzes data
based on evidence and results of
the investigation. Explains data
using scientific terminology.
Uses resources to support
explanation. Identifies
problems/flaws with the
experimental design.

Represents data using

graphs, charts, and tables,
but may not have chosen
appropriate ones. Analyzes
data based on evidence and
results of the investigation.
Explains data using some
scientific terminology. Uses
resources to support

Does not represent data in an

organized manner. Analyzes data
but does not base analysis on
results/evidence. Explains data
but does not use scientific
terminology. Does not use
resources to support explanation.
Cannot identify problems/flaws
with the experimental design.

explanation. Cannot identify

problems/flaws with the
experiment.
Communicating
Investigations and
Results

Considers audience in selecting

what and how to communicate.
Communicates questions,
investigation plan, data collection
and analysis, and conclusions
with accuracy and clarity.
Critiques own investigation and
others.

Communicates a general
description of their plan and
findings, but omits details
about the data collection and
analysis process. Is
challenged to critique
investigation.

Communication about
investigation lacks key
components, clarity, and detail.

Science Investigation Rubric Revised:

Criteria

Meets Standard

Beginning to Meet Standard

Does Not Yet Meet Standard

Questioning

Asks testable questions based on

observations; restates untestable
questions. Names variables (IV,
DV, Control Group).

Asks questions based on

observations. Attempts to
restate untestable questions.
Names two variables.

Asks questions that may or may

not relate to observations. Does
not restate untestable questions.
Names zero or one variable.

Predicting &
Uses facts or evidence from logic
Hypothesizing to predict what may happen or be
observed or provides a hypothesis
related to evidence.

Uses facts from logic to make a Not yet able to generate a

prediction but does not relate it hypothesis or logical prediction.
to evidence.

Designing an
Experiment/
Investigation

Student can create a plan for a fair

test that identifies what they will
observe and measure. Includes (4):
1. A materials list
2. List steps of the
investigation in order
3. Describes variable and the
control group
4. The experiment can be
repeated

Student can develop a fair test

that includes some (3-2) of the
elements of a fair test.

Student can not yet develop a fair

test (1 or less).

Investigating

Follows a plan for the

investigation. Records all data with
a plan that pays attention to details
and are consistent. Records
observations of similarities and
differences between variables.
Chooses appropriate measurements
and measures accurately. Uses
equipment and materials properly

Follows a plan for the

investigation. Records some
data but not always pay
attention to details or not
always consistent. Records
observations but not always
similarities and differences
between variables. Chooses
appropriate measurements but

Does not follow the plan for the

investigation. Records some data,
but not with attention to detail or
not consistently. Records some
observations. Does not always
choose appropriate
measurements. Does not use
equipment and materials properly
and respectfully.

and respectfully.

does not always measure

accurately. Uses equipment and
materials somewhat properly
and respectfully.

Analyzing and
Explaining
Data, Drawing
Conclusions

Represents data using an organizer.

Analyzes data based on evidence
and results of the investigation.
Explains data using correct
vocabulary words used in class.
Uses resources to support
explanation. Identifies problems
with the design of the experiment.

Represents data using an

organizer, but may not have
chosen the appropriate one.
Analyzes data based on
evidence and results of the
investigation. Explains data
using some of the correct
vocabulary words used in class.
Uses resources to support
explanation. Does not fully
identify problems with the
design of the experiment.

Does not represent data in an

organized manner. Analyzes data
but does not base analysis on
results/evidence. Explains data
but does not use correct
vocabulary words used in class.
Does not use resources to support
explanation. Does not identify
problems with the design of the
experiment.

Communicatin
g
Investigations
and Results

Considers audience in selecting

what and how to communicate
their findings. Communicates
questions, investigation plan, how
data was collected and analyzed,
and results. Critiques own
investigation and others by giving
(3) tips on
1. Improvement suggestions
2. Presenting ideas about
things that can be changed
3. Why?

Communicates a general
description of their plan and
findings, but does not discuss
details about how the data was
collected and analyzed.
Critiques own investigation
and others by giving 2 tips.

Communication about
investigation lacks key
components and detail. Critiques
own investigation and others by
giving 0-1 tips.

What did you learn about creating a rubric from this task?:
I chose to keep the levels of performance the same because I want students to be able to
see where they are in their performance according to the standards. A weakness of the draft
rubric was that the information in each criteria area was not in kid friendly language. Therefore,
many of my revisions encompassed that aspect. For example, in the criteria category designing
an experiment/investigation the draft rubric stated ... includes a materials list and sequential
steps, and describes variables and how all but one will be kept constant. To be sure that students
completely understand what is expected of them, I chose to list the expectations of a fair test (1)

Materials List, (2) List steps of the investigation in order, (3) describes variables and the control
group, and (4) the experiment can be repeated. This listing process allowed me to thoroughly
revise the beginning to meet standard and does not yet meet standard categories as well. I
allowed students to see that if they completed three to two of the components of a fair test that
they would be receiving a grade of beginning to meet standard and so on. I find it helpful to
list the exact items that need to be included for students, therefore, there are no questions asked
when they receive their grade. Furthermore, this idea of listing the exact expectations allows for
more accurate and easier grading among different students. I listed again in the Communicating
Investigations and Results category as well. Next, I recognized that multiple parts of a science
investigation were not incorporated into the draft rubric. It is extremely important to list the
content learned in class that is required to not only meet the standard but also for students to
grasp a clear understanding of their learning. For example, I added use equipment properly and
respectfully in the Investigating criteria category. This is something that was discussed in class
and needs to be thought about when conducting an investigation. Also, I removed some things
from the draft rubric that were not essential in meeting the standard of a scientific investigation.
For example, in the Questioning criteria category, I deleted distinguishes between questions
that can be answered through observation, experiments, and research. In my opinion, that idea is
for another project and not relatable for students in the scientific investigation. Overall, I learned
that this rubric can be used in multiple ways. The way I would use it in my classroom for
assessment is highlight the areas where students exhibited that aspect of the project. For
example, a student may receive meets standard for asks testable questions based on
observations, but may only receive beginning to meet standard for naming two variables. This
aspect of the rubric is beneficial because when students receive feedback they are able to see the

exact areas in which they need to improve. Secondly, I learned that kid friendly language and
format is extremely important when creating a rubric. Not only does the rubric clarify
expectations for teachers but also for students (Luft, 1997). Furthermore, the rubric provides a
guideline for students to reflect on while they complete their assignment (Luft, 1997). I am
confident that this revised scientific rubric will allow students to understand what is expected of
them while completing their investigation. Thirdly, I learned that listing exactly what students
are required to have for their final submission makes for an easy and accurate grading from the
teacher.

Intro:
For this rubric, students were asked to create an instrument from homemade by finding
simple items and constructing them together. Secondly, students were to present their instrument
to the class by demonstrating high and low pitch, as well as high and low volume. The
instrument was to be made from everyday items and not store bought. Also, the design was to be
unique and not resemble the example from class. The learning goal for this assignment was to
develop critical thinking skills and build knowledge about sound. Students developed critical
thinking skills by creating a design made from scratch. Secondly, students built on their
content knowledge about sound by demonstrating what they had learned in class about low and
high pitch, as well as low and high volume. Furthermore, students also gained presentation skills
throughout this assessment. This rubric was analytical because the criteria is subdivided into
multiple categories (Luft, 1997). The levels of performance includes excellent, good, average,
and needs improvement.

Rubric 2: Musical Instrument Draft

Project

Excellent

Good

Average

Needs Improvement

Presentation

Presentation is well
organized and
through. Student
explains the process
of design,
construction, testing,
and modifications in
detail.

Student explains most

of the process of
design, construction,
testing, and
modifications.

Student explains some

of the process of
design, construction,
testing, and
modifications.

Presentation is brief and

hard to follow. Students
omits major parts of the
project.

Demonstrate Pitch
and Volume
Explain
Instrument

Demonstrates
qualities of
instrument and
sound.

Demonstrates most
Demonstrates some of
qualities of
the qualities of
instrument and sound. instrument and sound.

Demonstrates a few of
the qualities of the
instrument and of sound.

Design, creativity,
and construction
quality of
instrument; Effort

Design is unique and

creative. Well
constructed and holds
up when used. Keeps
its tune. Ready to go!
Shows a lot of hard
work and effort.

Design is fairly
creative and a bit
unique. Construction
is good- needed a few
adjustments.

Design is not creative.

Construction is poor.
Needed a lot of
adjustments before
playing. Very little
effort.

Design is adequate.
Construction is ok.
Needed many
adjustments before
playing. Not much
effort.

Rubric 2: Musical Instrument Revised

Project

Excellent

Good

Average

Needs Improvement

Presentation

Presentation is thought
out, well organized,
and through. Student
explains the process of
design and
construction.

Presentation is well
thought but may lack
in one of the two :
organization or being
through. Student
explains most of the
process of design and
construction.

Presentation is
somewhat well thought
out but lacks in
organization and being
through. Student
explains some of the
process of design and
construction.

Presentation is brief and

hard to follow. Students
does not discuss major
parts of the project.

Demonstrates qualities
of instrument and
sound. Instrument can
produce 2 different
pitches (high and low).

Demonstrates most
qualities of instrument
and sound. Instrument
lacks in one of the two
areas (pitches and

Demonstrates some of
the qualities of
instrument and sound.
Instrument lacks in both
areas (pitches and

Demonstrates none of the

qualities of the
instrument and of sound.
Instrument does not
demonstrate pitch or

Demonstrate
Pitch and
Volume

OR did not bring an

instrument.

Design,
construction,
and effort

Instrument can
produce 2 distinct
dynamics/volume
levels.

volume).

Design is unique. Well

constructed. Ready to
go! Shows a lot of
effort. Student is able
to explain the
materials they used to
make the instrument
and how they made it.

Design is a bit unique

(resembles the class
example).
Construction is goodneeded a few
adjustments. Student
is able to explain the
materials they used
but unable to discuss
how they made it.

volume).

volume.
OR did not bring an
instrument.

Design is adequate
(strongly resembles the
class example).
Construction is ok.
Needed many
adjustments before
playing. Not much
effort. Student is unable
to explain the materials
they used or how they
made it.

Design is not creative

(store bought).
Construction is poor.
Needed a lot of
adjustments before
playing. Very little effort.
OR did not bring an
instrument.

What did you learn about creating a rubric from this task?
I learned that teachers need to ask themselves what am I wanting to assess? Is it
creativity or is it the content that they learned from this assignment? In my draft rubric, I focused
more on design and creativity, when in reality, my intentions were to assess effort and content
that was learned. My revised rubric displays this by removing the phrases that included
creativity and shows hard work. Secondly, the expectations that were discussed in class need
to be reflected in the rubric. For example, in class an example was provided and students were
told not to create the same instrument. Also, students were informed that the materials they used
were to be everyday materials and constructed together, therefore, the instrument was not to be
store bought. The draft rubric did not incorporate this aspect of the project, therefore, I added this
expectation in the Design, construction, and effort criteria category. Specifically, a good
student had a design that was a bit unique meaning it somewhat resembled the class example.
Next, in the Demonstrate pitch and volume criteria category on the draft rubric, I failed to
incorporate what exactly demonstrates qualities of instrument and sound looked like.
Therefore, in my revised rubric I added Instrument can produce 2 different pitches (high and

low). Instrument can produce 2 distinct dynamics/volume levels. By adding this, students are
able to see exactly what is expected of them to receive excellent. Therefore, I clarified
expectations and provided a guideline for students to reflect on when learning (Luft, 1997). This
also benefits the teacher making it easier to grade very different levels of instruments. Thirdly, I
added to the Design, construction, and effort criteria category by incorporating student is able
to explain the materials they used to make the instrument and how they made it. This is
incredibly important because this idea of explaining how you made it gives teachers a clear idea
whether or not they were helped by their parent too much. Teachers need to know this because if
parents played a major role in creating the instrument, students most likely did not meet the
standard of this assignment, which is building on content knowledge about sound and pitch.
Overall and importantly, I learned that teachers need to consider what was discussed in class and
apply that information to the rubric so there will be no consideration about miscommunication.

Intro:
This rubric is used to assess a science writing about the water cycle. The purpose of this
assessment is to judge students understanding of the water cycle and the knowledge of the major
components. The learning goals include (1) students will explain how the water on Earth moves
in a continuous cycle, (2) students will understand that there are stages in a water cycle, and (3)
students will demonstrate the water cycle using words and pictures. In this case, the students will
demonstrate understanding through words, but pictures were used in class during instruction.
Furthermore, students should be able to apply their knowledge about this content to explore other
science topics. The draft rubric is holistic because it is contains different levels of performance
that describes the quality of the writing task (Luft, 1997). The revised rubric is analytical because
the criteria is subdivided into different levels of performance (Luft, 1997). The levels of

performance for the draft rubric include (4) exceeds expectations, (3) meets expectations, (2) not
yet within expectations, (1) below expectations, and (NC) not scorable. The levels of
performance were also associated with a number score. The revised rubric has three levels of
performance that include meets standard, beginning to meet standard, and does not yet meet
standard. The new writing prompt associated with this rubric is As a class, we have learned
about how water travels. Write your classmates a letter explaining the path water takes. Your
waters journey should travel through at least three places. Lastly, explain why the Earth will or
will not run out of water. Hint: refer back to your waters journey.

Rubric 3: Water Cycle Writing Prompt Draft

Score

Description

Criteria

Exceeds Expectations

Commanding use of key terms with very few or no errors

Connections between concepts are well developed
Concepts presented demonstrate understanding at the analysis, synthesis, or
evaluation levels; reflect transformation of content beyond that provided in
the text/activity by the student
Further examples and extensions are provided and illustrate excellent
comprehension

Meets Expectations

Sufficient use of key terms to illustrate comprehension; majority of key terms

used accurately
Connections between concepts are beginning, although they may be limited
to the applications provided in the text/activities

Not Yet Within

Expectations

Relatively few key terms present; or a majority of the key terms present are
used inaccurately
Connections between concepts not present; or generally incorrect

Below Expectations

No examples from text or activities present (text/activities not referenced)

However, paper is scorable

NC

Not Scorable

Unrelated, unintelligible, or length not sufficient to score

Copied from board or another student

Rubric 3: Water Cycle Writing Prompt Revised

Criteria

Meets Standard
Student uses key terms
with no errors
including:
1.
Precipitation
2.
Evaporation
3.
Condensation

Key Terms

Beginning to Meet Standard

Does Not Yet Meet Standard

Student uses two key

terms with no errors
Student uses three key
terms but with errors.

Student uses one key

term with no errors
Student uses no key
terms.

Understanding
/ Content

Student explains the

path water takes in
detail and clarity.
Answer is written in a
length that allows the
student to provide all
information necessary.
Student clearly states
that Earth will not run
out of water.

Student explains the path

water take but lacks in
detail or clarity.
Answer is written in length
but does not allow the
student to provide all the
information necessary
(May be lacking
explanation on why the
Earth will or will not run
out of water).
Student does not clearly
state that the Earth will not
run out of water but is
gathered through their
writing that they believe
this statement.

Student does not explain

the path water takes
Answer is not written in
length and does not
provide all information
necessary (May be
lacking both explaining
the path water takes and
explanation on why the
Earth will or will not run
out of water).
Student believes that the
Earth runs out of water.

Focus

Student has well

developed ideas that are
explained through
words/explanations that
were used in class
discussion
Water travels three
different places
Student refers back to
their waters journey to
describe why the Earth
will not run out of water

Student has somewhat well

developed ideas but lacks
in explanation.
Water travels two different
places
Student does not refer
back to their waters
journey to describe why
the Earth will not run out
of water, but does still
have a clear and correct
explanation.

Student does not have

developed ideas
Water travels one place
OR water travels
nowhere
Student does not refer
back to their waters
journey and does not
have a clear and correct
explanation.

What did you learn about creating a rubric from this task? :

Revising this rubric was more challenging for me because I did not agree with the draft
rubric in many aspects. In class, we assessed actual writing prompts with the draft rubric and I
realized that there were major improvements to be made. While revising this rubric, I added the
key terms that needed to be stated because in grading actual prompts, I recognized that I did not
know how to grade someone because I had a different opinion than others about commanding
use of key terms. The revised rubric offers clarity to which key terms need to be used and the
number that needs to be used in each level statement. Next, I learned that being specific is key.
For example, in the draft rubric, in the Exceeds Expectations category it stated connections
between concepts are well developed. I had no idea what that meant when assessing writing
prompts and my idea changed between student to student as I saw more examples of the writing.
Therefore, I decided to breakdown my revised rubric into the categories of Focus and
Understanding/Content. This allowed for more detail to be placed into each subcategory. For
example, using the writing prompt I made the rubric as specific as possible. Specifically in the
Understanding/Content category, a student that meets the standard clearly states that the Earth
does not run out of water and a student that is beginning to meet the standard does not clearly
state that the Earth will not run out of water but is gathered through their writing that they
believe this statement. The specificity of this rubric allows for accuracy when grading and no
miscommunication between students and teachers.
Overall Learning:
Overall, I learned a lot about good assessment and designing rubrics in general. First, I
built my knowledge on how to construct a rubric. First, teachers need to know the goals for
instruction, including the purpose of assessment and the learning goals that are being assessed
(Luft, 1997). For example, one learning goal that was being assessed in the science investigation

rubric was students using tools to develop practical skills in the world of science. The rubric
should reflect on that learning goal and others that were discussed. Secondly, teachers should
decide on the structure of the rubric (Luft, 1997). A holistic rubric is one that contains different
levels of performance that describe the quality of a task (Luft, 1997). An analytical rubric is one
that consists of criteria that is subdivided into different levels of performance (Luft, 1997). I
prefer using an analytical rubric because the format is more kid-friendly in my opinion. Students
can benefit from seeing the breakdown of each criteria category. For example, in the science
investigation rubric, students see that they are being assessed in specific categories including
questioning, predicting and hypothesizing, investigating, etc. Furthermore, students will also
benefit because teachers can highlight each place where a student exhibits that aspect of the
project. For example, in the musical instrument rubric, a student's instrument may be a bit unique
(somewhat resembles the class example) but the student may be able to discuss the materials
they used and how they made it. Therefore, this student is both excellent and good in the criteria
category of Design, construction, and effort. Thirdly, teachers need to decide on whether to use
level points or statements (Luft, 1997). I prefer to use level statements because as a teacher, I do
not want my students being overly concerned about the point value. Next, I also want my
students to understand if they are meeting the standard or beginning to meet the standard.
Attaching positive wording to the level statements allows students to understand that there is
room for improvement but look what they have already accomplished. This is important when
creating a safe and welcoming classroom environment where students feel comfortable learning
and developing through tasks. Lastly, the teacher needs to share the rubric with the students that
are completing the assignment (Luft, 1997). Rubrics are shared with students to clarify
expectations and provide a guideline for them to reflect on while they work (Luft, 1997).

Importantly, rubrics allow teachers to recognize where to appropriately guide students during the
project (Luft, 1997). The Luft article Design Your Own Rubric provided important insight
about how and why to construct rubrics in classrooms.
I was also provided with insight by simply completing this project. First, I am now aware
that when making a rubric, teachers need to ask themselves what do I want to assess? For
example, in the musical instrument rubric, I began with wanting to assess creativity but after
some thought I can to a realization that in reality I wanted to assess their knowledge of sound.
Effort is far more important than creativity. Furthermore, assessing is about being fair to students
with different abilities and I believe that I have improved through this project. Secondly, content
that is covered in class needs to be reflected on the rubric. For example, in the science
investigation draft rubric I did not include using materials properly and respectfully although, the
class had discussed this as a major component of a science investigation. Therefore, I added that
as an expectation in the revised rubric. Lastly, rubrics are a beneficial tool in the classroom
because they allow for miscommunication to be decreased.
I feel incredibly confident that I can prepare rubrics that assess students of all ability
levels. Secondly, I feel confident that I am now more prepared to write information in kidfriendly language therefore my students without question will fully understand what is expected
of them in order to meet the standard of each project that I assign. Thirdly, I am confident that I
will be able to construct rubrics that allow me to highlight areas where students exhibit aspects
that meet the standards and those that do not. I believe that students will appreciate the amount of
feedback they receive from rubrics to help them achieve further in each content area. Lastly, I
feel more confident in asking myself what do I want to assess? I can now look at the learning
goals, answer this question, and construct a solid rubric for students.

I still need to practice more on taking a previously constructed rubric and make it my
own for a specific project. Specifically, the water cycle writing prompt was challenging for me
because the draft rubric was so general and vague, and I wanted to have the statements be more
concise and specific so grading can be accurate among students at all different ability levels.

References
Luft, J. (1997). Design Your Own Rubric. Science Scope, 25-27. Retrieved November 10, 2014.