Lab Report Grade Level Learning Progressions Rubrics
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Name __________________________________Class/Pd _______Date ______________
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Brooklyn Collaborative Learning Progression: Lab Report Rubric for Grade 6
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Beginning 65Competent 75Accomplished 85Exemplary 95
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Performance IndicatorLearning Target (General Topic)4567
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ContextualizeBackground Infomation: 1.1 I have complete and relevant background information for my experiment (as indicated by the outline provided by the supporting teacher) and is written in my own words.Background research is included in the introduction.Background research is included in the introduction.Background research is included in the introduction and sources are cited.Background research is included in the introduction (selecting relevant facts and definitions from multiple sources, allowing the writer to develop a hypothesis) and sources are cited.
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Significance: 1.2- I can state why my research question is relevant and applicable to the real world.The experimental question is significant because it explains a relationship (such as patterns, cause and effect, etc.).The experimental question is significant because it explains a relationship (such as patterns, cause and effect, etc.)The experimental question is significant because it explains an event or phenomenon.The experimental question is significant because it explains a real-world event or phenomenon.
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Hypothesis: 1.3- I can generate a hypothesis based on my research.The hypothesis uses “if...then...” languageThe hypothesis uses “If ___, then ____” language, but it is only grounded in quick observations.Uses the structure "If ___, then ____, because ____" to show relationship between variables. Hypothesis connects to prior knowledge or observations.Uses the structure "If ___, then ____, because ____" to show relationship between variables. Hypothesis connects to background research.
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Experimental DesignVariables: 2.1- I can identify all variables within the experiment.Identifies what you are changing and what you are measuring. Identifies independent and dependent variables.Identifies independent and dependent variables.Identifies independent and dependent variables and some constants and/or controls.
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Method : 2.2- I can determine a sound method for my investigationDifferentiate between testable and non-testable questions, follows procedure to produce useable data.Identify testable questions and plans for experiments to produce useable data. Evaluate appropriate methods and tools for data collection.Asks questions about what would happen if a variable is changed. Identify testable questions and plans for experiements to produce useable data. Evaluate plans for appropriate methods and tools for data collection.Revise plan for experiment to make it a fair test and produce useable data. Identifies what tools are needed to gather the accurate data, how measurements will be recorded, and how many data are needed to support a claim.
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Data Collection3.1 I can generate relevant and accurate graphs and tables of my experimental data. Determines the type of data to collect and how it will be represented. Represents data in tables appropriate to the type of data and question being explored. Appropriately includes qualitative and quantitative data. Includes all titles, labels and units. Represents data in tables appropriate to the type of data and question being explored. Appropriately includes qualitative and quantitative data. Includes all titles, labels and units. Represents data in tables appropriate to the type of data and question being explored. Appropriately includes qualitative and quantitative data. Includes all titles, labels and units.
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Conclusions4.1 I can analyze my dataWrite a narrative description of data table that answers the testable question. Write a narrative explanation of what can be learned from a graphical representation of whole-class data.Write a narrative description of data table that answers the testable question. Write a narrative explanation of what can be learned from a graphical representation of whole-class data.Write a narrative description of data table that answers the testable question. Write a narrative explanation of what can be learned from a graphical representation of whole-class data.Write a narrative description of data table that answers the testable question. Write a narrative explanation of what can be learned including causal and correlational relationships and similarities and differences in data from a graphical representation of whole-class data.
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4.2- I can make conclusionsUses data as evidence to answer the testable question. Uses data as evidence to answer the testable question. Uses data as evidence to answer the testable question. Uses data as evidence to answer the testable question.
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Revise Original Design5.1 I can evaluate and propose changes to the experiemental design to decrease sources of errorDescribes limitations of data analysis (e.g., measurement error). Consider different experimental design to reduce errors.Describes limitations of data analysis (e.g., measurement error). Consider different experimental design to reduce errors.Describes limitations of data analysis (e.g., measurement error). Revise experimental design to produce data to serve as the basis for evidence for the question.Describes limitations of data analysis (e.g., measurement error). Create new experimental design to produce data to serve as the basis for evidence for the question.
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Next Steps6. 1 I can pose relevant questions for future experimentationAsks questions about what would happen if a variable is changedAsks questions about what would happen if a variable is changedAsks questions about what would happen with changing variables.Asks questions about what would happen with changing variables.
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Conventions (for writing task only)ConventionsFrequently spells simple words incorrectly, although reader can still understand the meaning. Features simple end punctuation (e.g, period, questions mark, exclamation point) that is correct, but internal punctuation (e.g., comma, apostrophe, semicolon) is often missing or wrong. Has capitalization that shows frequent errors except for proper nouns and sentence beginnings. Relies heavily on conversational oral language that results in inappropriate grammar/usage; errors sometimes distract the reader. Usually uses correct or reasonable phonetic spelling for common grade-level words; may be innaccurate with more complex words. Uses correct end punctuation with only minor errors; contains internal punctuation that is usually correct. Uses correct capitalization in most cases. Employs proper grammar/usage fairly consistently; problems are not serious enough to distort meaning or distract the reader.Correctly spells most common grade-level words and often more difficult words. Has punctuation that is almost always correct and guides reader through the piece. Includes correct capitalization consistently. Includes correct gramma/usage; shows few grammar mistakes and has meaning that is clear.Has mostly correct spelling, even for more difficult words; includes occasional errors that do not detract from overall quality. Includes punctuation that enhances readability; may use creative punctuation when appropriate. Includes capitalization consistently and may employ more sophisticated capitalization for effect. Uses correct grammar that contributes to clarity and style; enhances meaning by sophisticated grammar/usage.
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Presentation (for oral component only)Oral PresentationNeither clear nor appropriate presentation to audience; cannot respond well to questions; does not present accurate or substantive ideas or information; student should re-present for greater evidence of mastery if time permitsCommunicates clearly in appropriate way to audience; able to respond accurately to questions; presents some substantive ideas and information accuratelyCommunicates clearly in appropriate and original way to audience; able to respond to questions and expand somewhat on ideas; presents accurate, substantive ideas and information clearlyCommunicates ideas clearly in appropriate, sophisticated, and original way to audience; able to respond to questions and expand on ideas; presents complex, accurate, substantive ideas and information clearly
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Overall Mastery Level
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