The Action Reflection Process: Supporting All Students in Inquiry-based Science

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The Action Reflection Process
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Rubric for Scoring Students' Science Work


This rubric was designed by researchers at EDC as a means of quantifying student learning within a science unit. Specifically, the rubric was used to measure students' progress in three areas: science concepts, scientific communication, and scientific drawing.

4
3
2
1
0
Science
Content		 The written response demonstrates an understanding of the science unit concepts and accurately uses vocabulary specific to the unit. The written response demonstrates an understanding of most of the science unit concepts and accurately uses some vocabulary specific to the unit. The written response demonstrates an understanding of two or more, or the major parts, of the science unit concepts and accurately uses few of the vocabulary words specific to the unit. The written response demonstrates an understanding of one of the science unit concepts and accurately uses little or none of the vocabulary specific to the unit. The written response demonstrates no understanding of the science unit concepts and uses little or no vocabulary specific to the unit.

Scientific
Communication

 The written response provides a thorough, complete explanation to the question, includes accurate detail, and correctly uses the appropriate forms and conventions of science writing. The written response provides a partial explanation to the question, most of the detail is accurate, and it uses some appropriate forms and conventions of science writing. The written response provides a fragmentary explanation to the question, there is little accurate detail, and few appropriate forms and conventions of science writing are used. The written response does not answer the question, there is no accurate detail, and no appropriate forms and conventions of science writing are used. There is no written response.
Science
Drawings		 The drawing is completely and scientifically labeled; is realistic; not artistic; and has relevant detail. Most of the drawing is scientifically labeled; is realistic; not artistic; and has some relevant detail. The drawing has incorrect labels or is missing labels; is not wholly realistic, or is partially artistic; and has little detail or extraneous details. The drawing is not labeled or the labels are incorrect, is more artistic than realistic, and has no detail. There is no drawing.


star

See teacher-developed science rubric.
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