MYP Glider Lab Report Assessment Teachers Rubric The assignment asks you to investigate the factors which

help a glider travel the most distance. You will be assessed on Criteria D (Scientific Inquiry) and Criteria E (Processing Data) which require you to use the questioning and table drawing skills previously developed as well as your own independent thinking and explaining skills. The chart below will be used by your teacher to mark your work.
Areas for assessment Research question (Aim) (D) Variables (D) Suitable Variables (D) Hypothesis (D) Data (quantitative) (E) Data Units (E) Conclusion (E) Explanation (E) Observation (D) Evaluation (D) Further work (D) Reasoning is linked to sound scientific knowledge. Data is relevant to the objective and is carefully organised and presented in an appropriate format. Correct units in the correct format Draws a valid conclusion that correctly interprets the data and observations Clearly and accurately explains conclusions using scientific knowledge and understanding. Relevant observations made including those that might affect the test. Comments appropriately on the reliability and validity if the procedure and makes sensible suggestions for improvement Range of interesting, relevant and valid suggestions for further enquiry Some attempt at reasoning from previous knowledge is made Data is relevant to the objective but the organisation could be improved. E.g. incorrect / poorly labelled. Correct units given where necessary. Draws a conclusion that is consistent with the data Level 6 - 5 Aim clearly states independent and dependent variables and is written as an open statement or question. (e.g. how will ___ affect ___?). Identifies all relevant variables Independent variable impacts no other factors. Hypothesis is clear, testable and relevant to the research question. Level 4 - 3 Aim is clearly stated but may be inappropriately worded (e.g. as a closed question will ___affect ___?) or variables may be unclear Identifies the main variables involved Independent variable impacts some other variables An attempt is made to formulate a relevant hypothesis. Level 2 - 1 Aim is attempted Level 0 No relevant aim is given No variables identified No independent variable indentified. No relevant hypothesis is stated.

Identifies some variables involved No clear single independent variables Hypothesis is largely irrelevant to stated research question. Little/no reasoning is given. Data is incomplete, unrelated to stated aim, or poorly organised or presented Some units provided. Draws an obvious quantitative or qualitative conclusion from the data Explanation is unscientific or vague Irrelevant observations made. Superficial evaluation of procedural weaknesses or solutions Recommendations for further work need more thought

No quantitative data is given. No units provided. No reference to the stated objective is given. No explanation of conclusion is given No observations made. No relevant evaluation given No recommendations for further work given

Good attempt to explain conclusions using scientific knowledge. Observations are made. Some procedural weaknesses identified and solutions given Some valid suggestions for further work are suggested

D:

Level ______________

E:

Level: _____________

Teachers Comment:

Student assessment of areas for improvement: 2. _____________________________________

1. _________________________________________________ 3. _________________________________________________

Name:_______________________________________________

Class: _______________________

MYP Glider Lab Report Assessment Rubric The assignment asks you to investigate the factors which help a glider travel the most distance. You will be assessed on Criteria D (Scientific Inquiry) and Criteria E (Processing Data) which require you to use the questioning and table drawing skills previously developed as well as your own independent thinking and explaining skills.

Criteria D Scientific Enquiry

Level 0 MYP Criteria Descriptors Task specific clarification (for students) The student does not reach a standard described by any of the descriptors given below. You have attempted an aim You have identified some variables involved Attempts to state the aim You do not have a clear single independent variables Identifies some variables Your hypothesis is largely irrelevant to stated research involved question Suggests some method and You have little/no reasoning within your hypothesis apparatus You have made irrelevant observations Makes some relevant Your evaluation of procedural weaknesses are comments on results or superficial procedure Your recommendations for further work need more thought Clearly states the aim Your aim is clearly stated but may be inappropriately worded (e.g. as a closed question will ___affect ___?) Attempts to formulate a or variables may be unclear hypothesis You have Identified the main variables involved Identifies the main variables Your independent variable impacts on some other involved variables Makes some attempt at You have made an attempt is made to formulate a formulating a fair test relevant hypothesis Suggests appropriate You have attempted some at reasoning from previous apparatus knowledge in the hypothesis Specifies what You made observations measurements will be made Your evaluation gives some procedural weaknesses Specifies how measurements will be made You have given some valid suggestions for further work. Makes some valid comments on procedure Formulates a clear and Your aim clearly states independent and dependent testable hypothesis variables and is written as an open statement or question. (e.g. how will ___ affect ___?) Explains the hypothesis with You have identified all relevant variables scientific reasoning Identifies all relevant Your independent variable impacts no other factors variables Your hypothesis is clear, testable and relevant to the Describes how variables will research question be controlled Your reasoning, in the hypothesis, is linked to sound Comments appropriately on scientific knowledge the reliability of the method You have made relevant observations made including Comments appropriately on those that might affect the test the validity of the method Your comments on the reliability and validity of the Makes sensible suggestions procedure are appropriate and you make sensible to improve procedure suggestions for improvement Makes valid suggestions for You have given a range of interesting, relevant and further enquiry valid suggestions for further enquiry

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Criteria E Processing Data

Level 0 MYP Criteria Descriptors Task Specific Clarification (for students) The student does not reach a standard described by any of the descriptors given below. records data in an Your data is incomplete, unrelated to stated aim, or appropriate format, e.g. a poorly organised or presented table or diagram You have provided some units draws an obvious Your conclusion is an obvious statement from the data qualitative / quantitative Your scientific explanation is unscientific or vague conclusion, e.g. as x increases, y also increases records data in an organised Your data is relevant to the objective but the way, e.g. a table with organisation could be improved. E.g. incorrect / poorly headings or a labelled labelled. diagram You use the correct units where necessary. correctly performs numerical You draw a conclusion that is consistent with the data calculations where You make a good attempt to explain conclusions using appropriate scientific knowledge. transforms data into an appropriate format (e.g. draws a line graph / bar chart / pie chart) draws a conclusion consistent with the data e.g. as x doubles, y also doubles records data and presents it Your data is relevant to the objective and is carefully clearly, e.g. a table with organised and presented in an appropriate format. quantity headings and units, You provide the correct units in the correct format or a clearly labelled diagram You draw a valid conclusion that correctly interprets the transforms data into an data and observations appropriate format and You clearly and accurately explain conclusions using presents it clearly, e.g. a scientific knowledge and understanding. graph with title and axes labelled with quantity and unit identifies trends, patterns or relationships in the data, e.g. by drawing a best fit line draws a valid conclusion that correctly interprets the data, e.g. y is directly proportional to x comments appropriately on the reliability of the results, e.g. discusses how scattered points are about a best fit line clearly explains conclusions using scientific knowledge and understanding

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