Joy Hooker
MTTC 1002 Summer 2005

Assessment Rubric

Think Like a Scientist

Purpose:

Thinking like a scientist begins with making observations and asking questions about the world around us. As part of the Jason Expedition students will be encouraged to make lots of observations and ask lots of questions. They will have a chance to design their own investigation to help answer one of their questions. Scientists follow a series of steps to design investigations and students will follow these steps to help them think like a scientist while investigating the Earth and Mars.

Learning Goals and Objectives:

• Explain the science behind a spacecraft launch and how Newton’s Laws of Motion apply
• Plan, form hypotheses, analyze data, draw conclusions
• Observe and identify factors of launch of rockets and draw final conclusions

Project Assessment

Criteria Objectives

Level/Description and Associated Score

Score Received

Novice: Basic

(Base Score 1)

Apprentice: Proficient

(Base Score 2)

Research Associate: Advanced

(Base Score 3)

Researcher: Exceeding

(Base Score 4)

Using Research Steps

Observations:

Distinguishes between Qualitative or Quantitative

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score. 

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Chose a Research  Question and Researched It

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Formed Hypotheses

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Designed Investigation to test Hypothesis

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Conducted Investigation

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Recorded Data

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Analyzed Data

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Drew a Conclusion

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Research Paper or Web Page

Student work is only partially correct. There is no evidence of inaccurate, incomplete, or inappropriate skills or knowledge.

Student work shows correct thinking and application of adequate skills and prior knowledge. Work is sufficient but contains only limited elaboration and extension Minor inaccuracies may appear but no evidence of misconceptions. 

Student work shows evidence of higher-level thinking and application of appropriate skills and prior knowledge. Work is correct and complete, and contains some elaboration and extension. There is no evidence of misconceptions. Minor inaccuracies should not necessarily lower the score.

Student work shows evidence of higher-level thinking and application of skills and prior knowledge. Work is correct and complete, and contains ample elaboration and extension. 

Group Responsibility

Fulfill Team Role's Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.

Participate in Discussions

Does not speak during the discussions.

Either gives too little information or information which is irrelevant to topic.

Offers some information--most is relevant.

Offers a fair amount of important information--all is relevant.

Share Equally

Always relies on others to do the work.

Rarely does the assigned work--often needs reminding.

Usually does the assigned work--rarely needs reminding.

Always does the assigned work without having to be reminded.

Value Others' Viewpoints

Listen to Other Teammates

Is always talking--never allows anyone else to speak.

Usually doing most of the talking--rarely allows others to speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount.

Cooperate with Teammates

Usually argues with teammates.

Sometimes argues.

Rarely argues.

Never argues with teammates.

Make Fair Decisions

Usually wants to have things their way.

Often sides with friends instead of considering all views.

Usually considers all views.

Always helps team to reach a fair decision.

What do you think?

Give one specific example of something you learned from the group that you probably wouldn't have learned on your own.

Give one specific example of something that other group members learned from you that they probably wouldn't have learned without you.

Suggest one specific, practical change the group could make that would help to improve everyone's learning.