Generic Scoring Rubric

Scoring rubrics organize and sequence criteria for evaluating the quality of student work. For example, one criterion for an effectively written investigation report might be that the student develops a coherent argument that connects evidence to the conclusion and logically sequences supporting data. A scoring rubric would describe the coherence of the report at each score point level. The sample scoring rubrics presented as GLOBE classroom assessment tools are based on rubrics employed in established science assessments. General rubrics are presented for scoring the quality of science content and components of investigation strategies expressed in student work. Teachers may use or adapt these generic scoring rubrics. The rubrics may be tailored to a specific assessment problem. For each of the sample integrated investigation problems scoring criteria specific to the problem have been provided. Teachers may wish to develop simplified versions of rubrics so that students can be involved in the assessment process.

 

 Criteria

1

Absent inaccurate confused

2

Partially developed

3

Adequately developed

4

Fully Developed

GLOBE CONCEPTS

Atmosphere

Hydrology

Land Cover

Soils

Phenology/ Seasons

 


Appropriate
Accurate
Sufficient

 

 

Concept is described incorrectly

 


Content is depicted incompletely or with some errors. Definition may be vague, unexplained

 


Conceptual definition and explanation is appropriate with some level of detail

 


Describes and explains concept/principle accurately, explains relationships with the concept and with relevant other concepts

GLOBE INQUIRY STRATEGIES
Plan Investigations

Set up a new, appropriate problem/application

Design an experiment

Specify measurements/variable s to investigate

Pose relevant questions

 


Appropriate
Accurate
Sufficient

 

Design is inappropriate, cannot be followed, impractical

 

 

 

 

 

Comments:
 

 

Design is mostly appropriate, general, somewhat flawed

 

Plan is incomplete, addresses only part of the problem

 

Design is appropriate, may have a minor flaw, lack some detail

 

Proposes an organized design and logical procedures appropriate for answering the question

Take GLOBE Measurements

Measurements are accurate and appropriate

Measurement Quality

Detect Errors


Use quality assurance procedures (multiple, repeated readings, re-calibration)

 

Appropriate
Accurate
Sufficient

 

Data readings and records are incorrect or disorganized

 

 

Does not detect errors

Does not identify appropriate procedures for quality assurance


Comments:

 

Minor errors in reading or recording data

 

 


Misses some errors

 

Data readings are accurate, relevant to the question, may have a minor problem

 

 


Appropriate selection and use of quality assurance procedures

 

Data readings are accurate and thorough, no errors

 

 

 


Quality assurance is thorough

Analyze and compare GLOBE data

Identify data components

 

Identify similarities and differences

 


Explain reasons for differences

Use appropriate mathematical procedures

 

 

Appropriate
Accurate
Sufficient

 


Components may not be identified or may be inappropriate

Comparisons may be inappropriate or confusing

 

 

 

Comments:
 

 


Analysis may omit some components


Some features compared may be irrelevant or inappropriate

Explanations may be general, vague, or partially incorrect

 


Summarizes data accurately and sufficiently


For comparisons, identifies relevant features and explanations for most similarities and/or differences

 


Components of analysis are accurate and thorough

Features compared are important and accurate


Explanations thoroughly justify conclusion

Interpret GLOBE data

Infer patterns, trends

 


Explain data and relationships

 

 

 

Create multiple formats to represent data

 


Appropriate
Accurate
Sufficient

 

Pattern identified is incorrect



Many errors in data

 

 

Attempts to represent data are inappropriate or confusing

 

Comments:
 

 

Pattern may be partially correct



Some, but not sufficient data

Some inaccurate or inappropriate data and representations

Tables, graphs have numerous errors

 

Identifies sufficient data to support trend


Explains relationships among variables

Some explanation may be general

Creates appropriate data table or other format to represent data

 

Identifies more than enough data to support trend or conclusion

Supplies thorough explanation of relationship of data to conclusion

 


Creates multiple representations of data

Communicate

Compose informal and informal reports and explanations to inform or persuade

 

 

 

 

Create and make presentations of key conclusions and findings

 

Clear main point

Appropriate, accurate, sufficient supporting data and explanations

Coherence-
conclusions and evidence are logically connected and sequenced

Appropriate use of scientific terminology

Relevant use of representations and graphics

Adherence to conventions of Standard Written English

 

Conclusion is incorrect or confusing

Data cited are mostly inaccurate or irrelevant

Organization and logic are be confusion

Inappropriate use of terminology

 

 

 

 

 

 

Comments:


 

 

Conclusion may be general or somewhat flawed

Data may be cited but inadequate to support the conclusion

Explanations may be vague, incomplete

Some errors in terminology and data displays

 

Report summarizes main point or conclusion, investigation procedures, how data support conclusion

Most data is relevant

Explanations are appropriate, some may be general

Representations of data are appropriate

Logical connections are made from data to conclusions

 

Report identifies the issue or research problem, conclusion and presents ample, accurate data to support the conclusion

Appropriate and effective representations of data to support conclusion


Questions/Comments regarding the GLOBE Program
GLOBE is supported by NASA, NSF and the US Dept. of State.

Page last updated on March 11, 2002