Two ways to Create a Scoring Guide/Rubric for Science Inquiry - Fourth Grade
First, unpack the standard.
Third, select the appropriate big ideas from the information collected.
For fourth grade inquiry:
- Ask a question,
- Plan procedure,
- Carry out an investigative procedure or experiment,
- Collect the results, and
- Summarize the results.
Story time: I was working with a group of teacher educators on this very task and there was some discussion on how the information should be organized. One group claimed the way it should be done was to select the categories (beginning, progressing, proficient, and advanced) then write statements under each category to describe what each looked like.
Another group was just as emphatic that if there were five conditions to be judged, then there should be five rows - one for each: ask a question, plan procedure, carry out the investigation, collect the results, and summarize the results.
When they reached an impass they turned to me and asked - which way is the right way?
Alas, I said, let's try both ways and see which you like.
Their thinking was why do something twice when you only need to do it once.
However, you can see the results for both below.
|Question||Formulate a question only with a teacher cue.||Understands a question when given several clues by a team mate or teacher||Can formulate or select an appropriate question from a group of questions||Formulate a questions that is appropriate for a scientific investigation|
|Plan procedure||No set plan.||Write an investigative procedure with the intent of answering a question but the steps of the procedure are not logical or appropriate.||Write an investigative procedure with the intent of answering the questions and the steps of the procedure are logical but not necessarily appropriate.||Plan investigative procedures for the purpose of answering the question and makes appropriate changes as needed|
|Conduct experiment||Skips making a procedure and goes directly to playing with materials with no systematic plan.||Follows a procedure inaccurately.||Follows a procedure accurately||Follows a procedure accurately making appropriate changes if needed|
|Collect results||Collection of data is with incomplete observation||Observes the obvious and records bits and pieces||Accurate observations and records the obvious information accurately||Observes more than the obvious|
|Summarize results||May be able to summarize a few highlights when asked.||Communicates results orally and in writing||Communicates results orally and in writing connecting observational evidence with investigation question||Communicates results orally and in writing connecting observational evidence with investigation question and proposes answers and/or explanations|
|Beginning||Unable to proceed without significant teacher supervision. Teacher must assist with the formulation of an investigative question. Does not develop a plan beyond trial and error without assistance. Manipulates materials with no systematic procedure, incomplete observation, incomplete data collection and if asked will summarize with highlights and incomplete ideas.|
|Progressing||Understands a question after several cues by a teammate or teacher. Writes an experimental procedure with the intent of answering a question but the steps of the procedure are missing information, illogical, or include extraneous information. Can generally follow a procedure with an occasional inaccuracy that requires assistance, Observes the obvious, records and communicates with bits and pieces that are somewhat accurate.|
|Proficient||Can formulate or select an appropriate question from a group of questions Writes an experimental procedure with the intent of answering the questions with the logical steps that are not necessarily appropriate. Accurately follows a procedure, makes accurate observations, and records the obvious information accurately. Can communicate results orally and in writing that connect the experimental evidence to the investigation question.|
|Advanced||Can formulate a questions that is appropriate for a scientific experimental investigation and plan an experimental procedures for the purpose of answering the question. Can follows a procedure accurately making appropriate changes if needed Observes more than the obvious and communicates results orally and in writing that connect the experimental evidence with the investigation question and proposes answers, explanations, or further investigations.|
Dr. Robert Sweetland's Notes ©