Rubric for Science Process Skills (Revised)

Hypothesis /
Prediction

Score

4
High
achievement at
grade level,
consistently
uses skills
independently

Complete thought
Based on prior knowledge and/or
observation
Specifically related to the
problem or question
Adds reason to show thinking
behind prediction / hypothesis
Reasons should reflect scientific
thought with appropriate
vocabulary
Independent-written by student
without teacher help

Procedures

3
Demonstrates
grade level
skills

2
Developing
grade level
skills

1
Performing
below grade
level, needs to
improve

Complete thought
Based on prior knowledge and/or
observation
Specifically related to the
problem or question

Incomplete thought
Not based on prior knowledge
and/or observation
Only somewhat related to
problem or question
Blank, does not verbalize or
record prediction / hypothesis
Not based on prior knowledge
and/or observation
Does not relate to problem/
question

Complete listing of all

steps to be followed
Specifies all measured
amounts with numbers
(5 minutes, 1 cup water,
etc.)
Order of steps is logical
Anticipates steps that
will be necessary before
performing experiment.
Conducts multiple trials
Identifies all variables to
be controlled and
experimental variable.
Lists most of the steps
to be followed
Specifies most
measured amounts with
numbers (5 minutes, 1
cup water, etc.)
Order of steps is logical
Identifies experimental
variable and some
variables to be
controlled.
Lists some of the steps
to be followed
Order of steps is logical
Lists experimental
variable, but does not list
variables to be
controlled.
Lists some of the steps
to be followed

Collecting /
Recording Data

Observations

Chooses and properly uses

necessary tools / instruments
(i.e., hand lens) when
appropriate
Does not state opinions or
use anthropomorphic
descriptions (give human
qualities to non-human
objects/concepts)
Records observations
through words or drawings

Properly uses necessary

tools / instruments (i.e., hand
lens) when appropriate
Does not state opinions or
use anthropomorphic
descriptions (give human
qualities to non-human
objects/concepts)
Records observations
through words or drawings
Improperly uses necessary
tools / instruments when tools
are appropriate
States opinions or uses
anthropomorphic descriptions
(give human qualities to nonhuman objects/concepts)
Does not record observations
Does not use necessary tools
/ instruments when tools are
appropriate
Does not record observations

Data is recorded correctly

Measurements/labels are
specified correctly
Data collected has uniform
labels (i.e., all in mL)
Logical order
Information can be easily read
Student organizes data in
appropriate format (chart,
graph, etc.) without help from
teacher

Data is recorded correctly

Measurements/labels are
specified correctly
Data collected has uniform
labels (i.e., all in mL)
Logical order
Information can be easily read

Data is recorded with some

mistakes
Data not completely labeled
No logical order
Information may be difficult to
read
Data not recorded
Data recorded incorrectly (not
labeled, no logical order, etc.)
Incomplete information

Score

Analyze Data

4
High achievement
at grade level,
consistently uses
skills
independently

3
Demonstrates
grade level skills

2
Developing grade
level skills

1
Performing below
grade level, needs
to improve

Independent-written by student without teacher help

Checks data to see if information recorded is
reasonable/logical. Can explain why some pieces of data
may not fit (explains sources of error).
Can generate simple questions about data collected
Complete sentence (when applicable); complete thought
Can explain verbally or in writing how data is organized
(understands organization of charts/graphs, etc.)
Can accurately state/write results of experiment based on
data
Can determine if data was collected/recorded accurately
Evaluates relevance of data collected to original question
Clearly understands reliability of data increases with
increased repetition of experiment)
Checks data to see if information recorded is
reasonable/logical
Complete sentence (when applicable); complete thought
Can explain verbally or in writing how data is organized
Can accurately state/write results of experiment based on
data
Can determine if data was collected/recorded accurately
Evaluates relevance of data collected with original question
Understand reliability of data increases with repetition
Overlooks data collected that is not logical or reasonable
Incomplete sentence or thought
Cannot clearly explain how data is organized (difficulty
understanding charts/graphs)
Cannot accurately state/write results of experiment based on
data
Cannot specify relevance of data collected to original
question and/or explanation is only somewhat reasonable
Evaluation of information is not related to actual data
collected and/or is not a reasonable explanation of results
Incomplete sentence or thought
No or little attempt to determine results
Blank

Conclusions

Complete sentences or thought

Explains how data supported (or didnt support)
the original hypothesis
States results of experiment (after examining
accuracy of data)
Clearly reflects original question
Interprets meaning of results by applying it
correctly to a bigger science concept
Independent-written by student without teacher
help
With teacher help may develop new questions
based on conclusion

Complete sentence or thought

States results of experiment
Clearly reflects original question
Interprets meaning of the results by applying it
correctly to a bigger science concept

Sentence is not complete and/or thoughts are

fragmented
States results of experiment
Attempts to apply results to the bigger picture
science concept (on the right track)

Blank
Indecipherable
Incomplete-little attempt to develop conclusion
Doesnt relate to experiment

*Draws conclusions: Decides how data supported or didnt support the original hypothesis; determines the relevance of data in comparison with
the key question and hypothesis; examines accuracy of data and outcome of experiment; possibly reevaluates/changes hypothesis and redesigns
experiments as a result; suggests new questions related to the experiment that could be investigated.