Rubrics:
- research paper
- evaluation
J udging
Forms:
- individual
- team
Name _______________________________ Period _______
| Possible Points Scientific Accuracy (20 points possible) | ||
| Self Evaluation | Score | . |
| . | 20 | Your information is precise, accurate, and detailed. You thoroughly explain the significant facts and scientific principles. All scientific references are correct. |
| .. | 17 | Overall, your information is accurate but you rely on generalities. You discuss the scientific facts and principles, but need to support them with more detail. Most of the scientific references are correct. |
| . | 15 | Your information is generally accurate; however, significant scientific information are explained in a meager fashion, and lack detail. Many facts are missing altogether or do not support your argument. |
| . | 13 | Your essay contains a mixture of accurate and inaccurate information. Some important scientific facts are mentioned, although not in context or detail. |
| . | 0 | Your essay is not accurate and is missing many of the significant scientific facts needed to support your thesis. |
|
Possible Points Critical Thinking (20 points possible) |
||
| Self Evaluation | Score | . |
| . | 20 | Your essay demonstrates original thought, insight, and a willingness to go beyond the obvious. You have developed your own conclusions about the scientific principles and applied them to new material. Your arguments are well supported. |
| . | 17 | Your conclusions are drawn primarily from class lectures and reading assignments. Overall, your arguments are well supported. |
| . | 15 | Your connections to your thesis are not always clear. Your conclusions represent fragments from class lectures and reading assignments which are poorly supported. |
| . | 13 | Your essay attempts to make connections to the thesis but these connections are based on inaccurate assumptions and/or information, and are therefore improbable. |
| . | 0 | Your essay fails to make connections to the thesis. |
|
Possible Points Organization (11 points possible) |
||
| Self Evaluation | Score | . |
| . | 11 | Your essay has a strong introductory paragraph or thesis statement, a clearly defined body, and a strong concluding statement or paragraph. You thoroughly covered each of the sections or questions required and each argument you make is clearly defended with examples and details. |
| . | 9 | Your essay has an introductory paragraph or thesis statement, a clearly defined body, and a concluding statement or paragraph. You covered each of the sections or questions required, although some are covered more thoroughly than others. The majority of your arguments are defended with examples and details, but some more than others. |
| . | 8 | The organization in your essay is pretty obvious, but your introductory paragraph, thesis statement, body and/or conclusion are not clearly defined. Many of your arguments are poorly supported with examples and details. Not all sections or questions are covered, or, they may be defended ineffectively. |
| .. | 7 | Your essay lacks organizations and structure, and is not divided into paragraphs. Many of your arguments are not supported. Your audience struggles to follow the flow of your thoughts and ideas. You did not cover many of the sections or questions required. |
| . | 0 | Your essay is confusing and incomprehensible to your reader. You did not cover most of the sections or questions required. |
|
Possible Points Clarity (8 points possible) |
||
| Self Evaluation | Score | . |
| . | 8 | Your ideas are divided into paragraphs. You also make solid transitions between paragraphs so your audience can easily follow the flow of your ideas. The significance of each example discussed is unmistakable. |
| . | 7 | Your ideas are divided into paragraphs. Most of your transitions between paragraphs are clear, and your audience can follow the flow of your ideas without difficulty. The significance of each example is generally clear. |
| ... | 6 | Your essay lacks clear transitions between paragraphs. Your audience sometimes has difficulty following the flow of your ideas because you jump around or leave obvious gaps in your thinking. The significance of each example is not always clear. |
| . | 5 | Your essay contains ideas that run together and are not broken into paragraphs. Your essay also contains confusing or contradictory ideas. The significance of each example is not clear to your reader. |
| . | 0 | Your essay is confusing and incomprehensible. The examples are unrelated to the topic. |
|
Possible Points Grammar and Mechanics (8 points possible) |
||
| Self Evaluation | Score | . |
| . | 8 | Your sentences are written in clear, correct English with few mechanical errors. |
| . | 7 | Your sentences are written in clear, correct English with some mechanical errors. |
| .. | 6 | Your sentences are generally written in correct English, but may contain some inappropriate uses of language. Mechanical errors are not uncommon. |
| . | 5 | Your sentences are not written in correct English and contain substantial mechanical errors. |
| .. | 0 | You write in phrases and fragments instead of sentences, so your writing is difficult to understand. |
|
Possible Points Neatness and Presentation (8 points possible) |
||
| Self Evaluation | Score | . |
| .. | 8 | Your writing is neat and easy for your audience to read. You have a proper heading at the top of the paper. Drawings and diagrams are clear and easy to interpret. |
| . | 7 | Your writing is neat and easy for your audience to read. Your heading may not be complete, or drawings and diagrams may not be as easy to interpret as they could be. |
| . | 6 | Your writing is legible but is not particularly neat. You do not have a proper heading at the top of your paper. Drawings or diagrams are difficult to interpret. |
| . | 5 | Your writing is difficult to read. You do not have a proper heading at the top of the paper. Drawings or diagrams are messy and difficult to interpret. |
| . | 0 | Your writing is impossible to read. |
| . | ||
| . | . | TOTAL SCORE (max.75) |
COMMENTS:
Introduction
| Guidelines
|
2001 Schedule
| Grading
& Rubrics
| Resources
Summit
Middle School Science Fair
Designed
and updated by Mery
Molenaar
October
2000
URL: http://www.geocities.com/mery_molenaar/sci_fair