Thesis and Hypothesis (4
Skill Points) SCORE:
_____
Criteria
|
4 (Mastery)
|
3 (Proficient)
|
2 (Approaching)
|
1 (Needs Revision)
|
Presents a clear thesis and
testable hypothesis that answers investigative question
|
Hypothesis
concisely but clearly establishes a logical, measurable, and testable
prediction that explains the relationship between factors and food choices
and is supported with a logical rationale.
|
Hypothesis
concisely but clearly establishes a logical, testable prediction that
explains the relationship between factors and food choices and is supported
with a logical rationale but may not be obviously measurable.
|
Hypothesis
concisely but clearly establishes a logical, testable, and measurable
prediction that explains the relationship between factors and food choices but
it lacks an explanation OR hypothesis establishes an illogical or incorrect
prediction.
|
Hypothesis
neither establishes a clear, logical, testable, and measurable prediction
that explains the relationship between factors and food choices nor contains
adequate rationale.
|
Data Analysis (4 Skill
Points) SCORE:
_____
Correctly identifies
whether or not thesis is supported by data.
|
Specifically
and correctly states if (and to what degree) the thesis is supported by the
data, accounting for complexities and anomalies in the data.
|
(NONE)
|
States
whether or not the thesis is generally supported by the data but does not
discuss complexities – ex. data that does not fit trend OR specifically, but
incorrectly states if the hypothesis is support by the data
|
Does
not clearly state whether or not the thesis is supported by the data
|
Draws conclusions based on
evidence
|
Correctly
and clearly states a conclusion about the thesis that is supported by a set
of data by analyzing several questions including open-ended and fixed
response
|
Correctly
states a conclusion about the thesis that is supported by a set of data by
analyzing multiple questions including open-ended and fixed response
|
Correctly
states a conclusion about the thesis that is vague or is supported by vague
evidence OR states an incorrect claim with evidence as support
|
States
a conclusion about the thesis with little to no evidence
|
Supports conclusions with
specific evidence
|
Evidence
refers to multiple, specific data points and/or calculations (ex. mean, mode,
SD) to support claims.
|
Evidence
refers to a specific data point and/or calculation to support each claim.
|
Evidence
refers to general trends to support claims.
|
Makes
vague references to data to support claim.
|
Reflections on Exp. Design(4
Skill Points) SCORE: _____
Identifies relevant sources
of error.
|
Clearly
identifies and describes at least one relevant source of error that is NOT
simply human error during the experiment.
|
Identifies
and describes one relevant source of error that is NOT simply human error OR
clearly describes a source of error that is simply human error during the
experiment.
|
Identifies
but does not clearly describe the source of error in the experiment.
|
Identifies
but does not attempt to describe the source of error.
|
Describes how the data is
changed by the error.
|
Specifically
and clearly describes how the data collected was altered by the error.
|
Clearly
describes which data was altered by the error but does not clearly describe
how it was altered.
|
Addresses
that the source of error changed the data but does not explain its effect
clearly.
|
Does
not address how the source of error changed the data.
|
Identifies and describes
limitations to the conclusions.
|
Clearly
defines limitations based on the setup/implementation of the survey AND
clearly explains how those choices impacted the data/conclusions.
|
Clearly
defines a limitation based on the setup/implementation of the survey and
acknowledges how those choices impacted the data/conclusions.
|
Defines
a limitations based on the setup/implementation of the survey but does not
explain how those choices impacted the data/conclusions.
|
Does
not propose a limitation and/or does not clearly explain how the survey
altered data
|
Content Knowledge (4 Content
Points) SCORE: _____
Demonstrates knowledge of
class/research material.
|
Very
consistently demonstrates deep knowledge of researched material by correctly
using vocabulary and explaining examples/statistics clearly.
|
Consistently
demonstrates knowledge of researched material by correctly using vocabulary
and explaining examples/statistics.
|
Demonstrates
knowledge of researched material by using vocabulary and explaining examples,
but with some errors or pieces of evidence lacking.
|
Does
not demonstrate sufficient knowledge of researched material through errors or
lack of usage/ explanation.
|
Supplies possible
explanation(s) for the data.
|
Supplies
plausible explanation(s) that is thoroughly explained using scientific
concepts/ vocabulary from class/research and logical reasoning
|
Supplies
a plausible explanation that is explained using logical reasoning and
vocabulary from class/research.
|
Supplies
an explanation that while possible, is very implausible and possibly
illogical OR states a logical, plausible explanation that does not discuss
content/vocabulary from class
|
Supplies
an explanation that is very weak either in terms of logic or connection to
class material
|
Applications (4 Content
Points) SCORE: _____
Discusses applications of
the findings.
|
Identifies
and explains multiple detailed examples of how the experiment or
concepts/vocabulary related to it can be used in science and/or the real
world.
|
Identifies
and explains a detailed example of how the experiments or concepts/vocabulary
related to it can be used in science and/or the real world.
|
Identifies
an example of how the experiment can be applied, but does not support it
thoroughly.
|
Identifies
an example of the topic’s applications but without support.
|
Proposes new questions for
investigation.
|
Proposes
and describes new questions for investigation and logically explains how
those questions could be answered
|
Proposes
and describes new questions for investigation and briefly describes how those
questions could be answered
|
Proposes
and describes new questions for investigation and acknowledges how those
questions could be answered
|
Does
not thoroughly introduce new questions and/or the means to answer them
|
Writing Conventions (4 Work
Habit Points) SCORE:_____
Communicates clearly and
efficiently.
|
Very
consistently uses clear language and follows grammar and spelling rules (uses
3rd person, past tense, etc.).
|
Consistently
uses clear language and follows grammar and spelling rules (uses 3rd
person, past tense, etc.).
|
Mostly
uses clear language and follows grammar and spelling rules.
|
Comprehension
is difficult due to lack of proofreading.
|
Properly credits sources.
|
Correctly
completes an APA/MLA formatted bibliography AND properly cites within text
|
Completes
an APA/MLA formatted bibliography AND cites within text with minor errors
|
Completes
an APA/MLA formatted bibliography AND cites within text with minor errors but
with clear errors
|
Bibliography,
citations, or both are missing.
|
Thoroughly researches
topic.
|
Uses
at least three sources including at least one scholarly article.
|
Uses
at least three sources including at least one scholarly article.
|
Uses
three sources but does not include a scholarly article.
|
Uses
fewer than three sources.
|
Helps reader to understand
the experiment.
|
Thoroughly
aids understanding of the experiment with a concise yet detailed procedure,
clear data tables, a diagram of the setup, and logical sequencing.
|
Aids
understanding of the experiment with a detailed procedure, clear data tables,
and logical sequencing.
|
Complete
understanding is hampered by a lack of completion of the one of the
following: detailed procedure, clear data tables, and logical sequencing.
|
Understanding
of the experiment is difficult due to multiple components being missing
|
Graphing Criteria Checklist
(4 Skill Points) SCORE:
_____
Labels
|
£ Provides an informative
title
£ Labels axes with units
|
Plotting
|
£ Ind. & dep. variables
graphed on appropriate axes
£ Axes use appropriate scales
£ Points/bars are plotted
correctly
|
Formatting
|
£ Uses a ruler to make graph
£ Graph is made large and
clear
|