Performance Assessment Rubric Template

The following is a sample rubric for performance assessments for project-based inquiry units. The intent is to use this template as a starting point for your groups performance assessment opportunities, including the culminating event, by including specic science concepts, samples from classroom instruction from your unit, and other efforts specic to the lessons and activities you used in your unit. This sample provides some explanation for each section - you can get the basic template from the Moodle site or on Google Docs for your own use. For the purposes of consistency across the project, we have organized the sample rubric into four categories of performance by the student or group: poor, basic, procient, and excellent. When considered as a formative assessment, the teacher should be attempting to have all students reach the procient level or higher. SAMPLE RUBRIC This rubric addresses eight focus areas, each of which is likely to have multiple individual assessment considerations within it. Develop each of the eight as appropriate for the activity that students are doing to demonstrate their efforts and expertise. Depending on the task and level of the students, some of these categories may be reduced to a single evaluation or eliminated completely. Content Understanding This section of the rubric is specically to address the science content items and understandings related to the concepts being studied, and to the level of understanding or application of those understandings, as appropriate. These should align (but not be equivalent to) the grade level expectations inherent in the task. Each should be customized to the context of the assignment (change the italicized words to address this).
Assessment Focus
Factual information about the topic.

Poor (0 points)
Shows little information about the topic, or misrepresents information Student does not use appropriate scientic terms, or understand such terms for this unit Cannot explain the process, or why it is being studied.

Basic (1 point)
Knows some basic information, but cannot connect it to other information or concepts Sometimes uses appropriate terminology, but cannot relate terms in students own words. Can explain some aspects, but confuses other terms or topics within the explanation.

Procient (2 points)
Knows most basic information about the topic, but may be missing 1-2 key facts. Recognizes and uses most terms correctly, but struggles to dene terms in own words sometimes Can explain the major concepts of the unit with appropriate terms or in students words.

Excellent (3 points)
Can state all appropriate information about the topic. May even have additional facts on topic. Recognizes and uses all terms from the unit correctly, and can convey in own words. Can explain and expand upon or question/ challenge the concepts.

Understanding of vocabulary related to the project Understandings of scientic concepts for the topic being studied Recognition of different examples of the topic Making sense of connected topics and able to explain connections and/or differences

These, and the categories above, should be identied specic to the topic and content being studied. Use the appropriate terms, concepts, or ideas from the GLCE/HSCEs here, or combine these into reasonable outcome-based assessments that focus more on what the student can DO with their understanding of the concept, rather than the understanding itself. You should use generic degrees of explanation, because you dont want the rubric to act as a checklist that would only result in memorized or simple responses, but you also want to have enough information to let students know what the expectations at any level would be. Excellent category responses should go above and beyond what could be memorized or gleaned from class activities alone.

Process Skills for Scientic Inquiry and Investigation This section of the rubric addresses the more general process skills that were incorporated into the task. The task may not include all of these skills, but teachers could develop a common set of rubrics for these to use throughout the year and just apply as needed to the task at hand. These are related to the process skills within the GLCE/ HSCE documents, as well as any other specic skills addressing the process of inquiry for the student. The analysis, communication, and collaboration specic skills are addressed in their own components of the rubric.
Assessment Focus
Explanation of how the investigation was completed, including decisions about the process Process was done accurately given the available equipment Experiments isolated the appropriate variables for the hypothesis being tested.

Poor (0 points)
Students did not know how or why they did what they did in the process. Process was incorrect without explanation

Basic (1 point)
Students know the basics of the process, and could complete the steps, but did not know why they did all of what they did in the process.

Procient (2 points)
Students could describe and explain their process in the investigation, but may struggle to address possible alternate processes.

Excellent (3 points)
Full and correct explanation of process, including decisions against inappropriate processes or tests.

This will depend completely on the nature of what the students were focusing on, but should be appropriate to the equipment and process skills, such as measurement, error reduction, safety, etc. for the equipment being used. It should also address HOW the processes are done. Students did not recognize the variables tested, or how to change them effectively. Students could identify some variables, but may not have known how to isolate or control them Students could identify and isolate basic variables, but didnt use an appropriate control. Students isolated several variables in the process, and set up an appropriate control

Analysis of Information This may be included in either the content understanding or process skill areas, or be separated out as a way to designate the focus on analysis (and synthesis or evaluation) skills for the project, whatever it may be. For projects that have an interdisciplinary focus, such as debates, public presentations that address policies, etc., those aspects of the project should be evaluated within this section of the rubric.
Assessment Focus
Used the appropriate data and evidence to respond to the hypothesis. Scientic explanation for the results was correct and used appropriate structure and logic. Analysis/Comparison of other groups data or other information in summary.

Poor (0 points)
Did not effectively analyze the hypothesis from the evidence, or ignored evidence. Students can make claims, but not explain why something happens

Basic (1 point)
Used some evidence, but not all to analyze the hypothesis, or data did not support the claim. Students make appropriate claims but reasoning or evidence is awed or lacking info

Procient (2 points)
Used evidence to appropriately evaluate hypothesis. Might not have used all evidence. Students make claims and use evidence, bur reasoning or data selected in not complete

Excellent (3 points)
Evidence used to evaluate hypothesis, including outliers, other explanations, etc. Students state a claim, use appropriate evidence, and logical reasoning in explanation

This category will depend completely on the task at hand. Ideally, if students are investigating different variables or phenomena on the same general topic, they will have the opportunity to share data or ideas with others. In a presentation or other active effort, it should involve groups interacting with one another on collective analysis across the range of groups in the class.

Communication and Presentation Skills Many performance assessments involve some aspect of communicating the students understanding or efforts to a broader audience. Whether through visuals, electronic media, an oral presentation, discussion, or other means, this category is intended to address HOW the student communicates their ideas to others.

Assessment Focus
Information was presented in a clear and legible form for all to see and review Students body language, eye contact, and oral presentation showed consideration of audience.

Poor (0 points)

Basic (1 point)

Procient (2 points)

Excellent (3 points)

These depend completely on the nature of the task, but address how the information was presented, or visually and verbally, to ensure that the audience or other students knew what was being said, could infer information on their own by seeing the student work without explanation, and that the information led to the appropriate claim, argument, or effort from the students. Student is barely involved in their own or teams efforts. No eye contact, turned from audience, etc. Student can present their efforts, but does not engage with the audience, other than perhaps the teacher. Student makes eye contact, answers questions, and seems engaged, but does not connect with everyone. Student makes eye contact, seeks input, is clear in verbal responses, and shows enthusiasm.

Collaboration and Teamwork Many project-based activities rely on groups of students working together to accomplish a broader goal that no one student could attain in a timely manner on his or her own. The rubric for this aspect should address the work of the individual to support the team, and the team as a whole. When using this rubric to develop a grade for students, the teacher can also split out the other areas in terms of team and individual performance. Variations in grading include assignment of team points which are divided among group members according to decisions by the group, or categories for team and individual scores that are used in the nal computation of a grade.
Assessment Focus
Group communicated well with each other to complete the project Cooperated with teammates to work together effectively Collaborated to ensure all were involved in major decisions and efforts

Poor (0 points)
No communication. As a result, missed or repeated tasks.

Basic (1 point)
Some communication about individual work efforts, but not among all

Procient (2 points)
Groups communicated efforts and roles but didnt share info with all

Excellent (3 points)
All had regular input in the project and sharing their own efforts.

This category depends on if and how you set up roles for individuals within the project team, and should be described using these roles. Procient groups use the roles and worked with each other to ensure completion; where excellent groups might create or modify the roles as needed, if given the opportunity. This category will depend on the nature of the task being addressed, and how students might have the chance to make decisions about their project. This may convey leadership for some, or democratic input from all that is brought into the nal effort or project.

Organization and Effort This category is harder to address in objective terms unless applied to a schedule or timeline of progress leading to the nal project or activity. The category is specic to project-based efforts in order to help guide students in managing their effort and work load, and in developing an understanding of basic project management strategies or considerations. This area might also be structured directly into the timeline of the project, with intermediate deadlines that are assessed using the other areas and ignoring this area. Also, the notion of effort, while often not encouraged as an evaluation tool, is often helpful to students and parents to understand how the teacher perceives the effort the student is directing to the project, and can be a helpful motivator for students.
Assessment Focus
Understood the steps needed to complete the project and organized information appropriately to develop the project Made appropriate use of available time relative to the nal project

Poor (0 points)
Project was not completed in a timely manner, and was rushed at the end. Little or no organization. Did not make use of time well. Project seemed rushed.

Basic (1 point)
Made some intermediate deadlines, but seemed rushed for each. Little connection from research to nal project Made some use of given time, but also used time inappropriately.

Procient (2 points)
Met intermediate deadlines. Followed the recommended organization of information or efforts. Made use of available time to complete the project

Excellent (3 points)
Met deadlines, and developed a modied organization to t group or individual needs that worked well. Made use of all available time, and put in considerable extra effort.

Project Specic Tasks This category is reserved for project-specic tasks that are not easily captured in the previous categories. For instance, in a task focusing on the creation of a public information tool to inform the community about invasive plant species in their area, the project might culminate in organizing an invasive species remediation effort to remove the species. Project tasks, such as coordinating the details of the event, approaching members of the community, or planning the logistics, such as ensuring the participants can identify the invasive species, are critical aspects of the project that are not specically addressed in any of the other categories. This part of the rubric is the area to address the tasks of the project itself, which may include non-academic topics.
Assessment Focus
Group identied and achieved a specic outcome related to the topic.

Poor (0 points)
Group did not accomplish what they set out to do in the project.

Basic (1 point)
Group only accomplished a few outcomes of the total.

Procient (2 points)
Group accomplished their basic outcomes in the project.

Excellent (3 points)
Group exceeded outcomes in accomplishing project task.

Listening and Participation Assuming that most projects are being done by individual students or small groups, the nal project will likely involve these small groups presenting or doing some other activity to convey their knowledge, investigations, designs, or other efforts to the rest of the class. Ideally, this will be a way for the class to learn something that they didnt explore on their own. A critical part of this process is being a good listener and participant when others are presenting. While it is a different function that the rest of the project, having graded expectations (and a rubric) for this aspect of the culminating project can help everyone learn more, and can help you manage the project. The following section provides some basic options, though other approaches might include having the groups that are presenting or sharing their work develop an assessment of some sort for those who are taking it in, or having a more active role for these participants, such as evaluating or commenting on the presentation, design, etc.
Assessment Focus
Students listened and participated as needed in other groups presentations or activities. Students incorporated information from other groups into their own understandings/efforts.

Poor (0 points)
Students did not listen, or even acted out during other groups efforts.

Basic (1 point)
Students were quiet and showed respect to most or all other groups, but did not listen. Could not answer questions about other groups efforts. Students made some connections with facts, but not in process or analysis of ndings.

Procient (2 points)
Students actively listened or participated and asked questions to clarify ideas. Could restate information from other groups. Students used information to support or modify their own ndings or explanations.

Excellent (3 points)
Students actively listened or participated, and asked challenging questions to deepen their own and others insight. Students actively shared ndings and modied statements or processes of their project.

Little attention was paid to other groups ndings or efforts, and none was connected to their effort.

PUTTING IT ALL TOGETHER Once you have developed the various categories within the rubric for your culminating project or other assessment, you need to identify the priority areas that you want students to focus on. Because the categories all use the same point values (for ease in understanding among the students), you develop priority by weighting the point values of each category to decide how they will impact the overall evaluation. It is often useful to have nondecimal multipliers for these to show the priority and weighting, rather than trying to make the total number of possible points t into a specic total. It is also helpful to focus on points for each component, rather than a total, as this often diminishes the creation of these categories. Finally, make sure that the language within the rubric is appropriate for your students, and take time going through the rubric when they are introduced to the project, presentation, or other major task that you are evaluating.