Generic Guided Biology Lab Rubric (from Jeannine Bagnall adapted by Groch 11/2013)

Component

Excellent

Good

Fair

Needs Improvement

Title

Title includes both the independent and dependent variables reflecting understanding of the activity

4

Title shows understanding of the activity but one portion (either independent or dependent variable) is not named.

3

Title format incorrect (neither  IV or DV mentioned) but reflects some understanding of the activity.

2

Student just copied lab assignment title from online lab instructions or left title off

1                        0

Question/Purpose/Hypothesis

Student could correctly identify the question/purpose of lab and components of the experimental design method.

 

                

4

Student could correctly identify the question/purpose of lab but incorrectly identified 1-2 components of the experimental design method.

 

3

Student could correctly identify the question/purpose of lab but could not identify any of the components of the experimental design method.

 

2

Student could not correctly identify the question/purpose of lab and any of the components of the experimental design method.

 

1                     0

Introduction/ Background/

Student demonstrates excellent understanding and incorporates key concepts addressed in the lab with primary source information from reliable sources. 4

Student addresses most of the key concepts addressed in the lab demonstrating good understanding of the concepts, may have not used primary source material. 3

Student addresses some of the key concepts addressed in the lab, but does not link those concepts to the activity. Demonstrates some understanding of the concepts. 2

Student does not show a clear understanding of the key concepts or does not address the concepts in context of the lab.

 

1 0

Materials/

Procedures (written in paragraph form, if required for student designed lab)

Clear lab procedures written in a logical order as outlined in manual/worksheet or student design, demonstrating excellent understanding of the activity.

4

 most lab procedures written in a logical order as outlined in manual/worksheet or designed by student.  Clear that student understood the activity. Some information unclear. 

3

Student wrote very few lab procedures in a logical order as outlined in manual/worksheet or designed by student, some understanding of the activity.



2

Procedures written show little understanding of the activity, information unclear. 

 

 

1                     0

Results: Data/

Graph/Calculation (if required) (note points may be multiplied by 2 or 3)

Student organized all data from lab in tables and/or graphs.  Data tables, and correct assigned graphs, were labeled and titled in correct scientific format.  Required trendline or identify R2 or y=mx+b line equations shown. Calculations (if required) were handwritten, shows correct units.

 

4

Student organized all data from lab in tables and/or graphs.   Data tables, and correct assigned graphs/ were not labeled and titled in correct scientific format. Did attempt to do required trendline  or identify R2 or y=mx+b line equations

Calculations (if required) were handwritten, missing correct units.

 

3

Student organized some data from lab in tables and/or graphs.    Data tables, graphs (used incorrect type of graph), and tables were not labeled and titled in correct scientific format.  Presented   Did only trendline  and identified either R2 or y=mx+b line equations .Calculations were not set up properly or wrong data sets selected.

2

Student did not organize any data and/or  Student could not correctly identify data to be represented in data tables, used wrong type of graph, and tables were not labeled and titled in correct scientific format or were missing and no attempt to do required trendline  or identify R2 or y=mx+b line equations and no attempt to set up calculations

1                     0

Analysis & Conclusion (power conclusion) (note points may be multiplied by 2 or 3)

Student demonstrated excellent understanding of data collected.   Student developed analysis and conclusion that identified whether the findings supported the hypothesis.  Analysis was relevant to lab and written in complete thoughts. Evidence is stated, statistics (rates, etc.) are used. Followed power conclusion format and included any additional questions in specific lab rubric demonstrated superior understanding of lab concepts.  Uses parenthetical citations or superscripts at the end of sentences for outside sources.

 

4

Student demonstrated understanding of data collected.   Student developed analysis and conclusion that identified whether the findings supported the hypothesis.  Analysis was relevant to lab but not written in complete thoughts. Evidence is stated but statistics are missing and or in wrong format (missing units).  Followed power conclusion format and included any additional questions in specific lab rubric demonstrated good understanding of lab concepts. Uses citations or superscripts at the end of sentences for outside sources inconsistently.

.

3

Student developed analysis and conclusion that did not link findings to hypothesis.  Analysis was not relevant to lab.  Analysis may or may not have been written in complete thoughts. Little evidence from lab (either anecdotal or numerical) used to support analysis. Followed some of the power conclusion format and included some of the additional questions in specific lab rubric demonstrated some understanding of lab concepts. No parenthetical citations or superscripts at the end of sentences for outside sources. Places references after each question.

2


Student did not develop any analysis/conclusion and showed little or no understanding of the activity and concepts demonstrated by the evidence collected. Did not include evidence from lab to support explanation. Few or none of the additional questions in specific lab rubric demonstrated poor understanding of lab concepts. No parenthetical citations or superscripts at the end of sentences for outside sources.

 

 

 

 

 

 

1                     0

References (APA style www.bibme.org )

References lab, and at least one outside primary source to support analysis and conclusion. (ex. Textbook or university (.edu), school (.edu or .org or .net), etc.

4

References lab but uses secondary source for outside reference (ex. Wikipedia)





3

References only lab and does not show an outside source





2

No references used.

2






Grammar & Mechanics

Shows excellent understanding of technical writing, avoids pronouns without antecedents, avoids use of it or because at the beginning of a sentence. Uses a noun after ‘this’. Uses parenthetical citations or superscripts at the end of sentences for outside sources.

4

Shows good understanding of technical writing, avoids most pronouns without antecedents, mostly avoids use of it or because at the beginning of a sentence. Mostly uses a noun after ‘this’. Uses parenthetical citations or superscripts at the end of sentences for outside sources.

3

Shows some understanding of technical writing, frequently uses pronouns without antecedents, frequent use of it or because at the beginning of a sentence. Nouns missing after ‘this’. Uses some parenthetical citations or superscripts at the end of sentences for outside sources.

2

Shows poor understanding of technical writing, uses pronouns, it or because at the beginning of a sentence. No noun present after ‘this’. No parenthetical citations or superscripts at the end of sentences for outside sources.

1 0

Points Per Column

 

 

 

 

Total Points:________________/up to 36 (note not all categories are assigned each time)