SBI 4U1 Lab Report Rubric
Thinking
Student Coaching Rubric
Name:
Level
1
2
3
4
I identify an original question. My hypothesis
relates to the original problem and clearly
states a testable prediction with an
explanation.
I devise a detailed plan that describes the
experimental design, lists materials required
and provides a detailed explanation of
controlled variables, and how the data will be
analyzed.
 Question/prediction do not
relate or are not testable
 Question/prediction partially
relate or can be tested with
some modification
 Question/prediction relate
and can be tested without
modification
 Question/prediction relate
and can be tested without
modification
 Design and procedure are
limited in scope, materials are
incomplete.
 A description of the data to
be collected and a plan to
analyze it is absent or faulty.
 Design and procedure require
clarification, materials list is
somewhat incomplete.
 A description of the data to
be collected and a plan to
analyze it is limited or poor.
 Design and procedure are
clear and concise, materials
list is complete.
 A description of the data to
be collected and a plan to
analyze it is present and
sufficient.
Observation and
Recording
I choose appropriate tables or graphs to
display my observations, which include
correct use of symbols and units. My data is
correct and easily understood.
 Tables or graphs that are
displayed are inappropriate or
requiring major correction.
 Yields results that marginally
satisfy the lab purpose
 Tables or graphs that are
displayed require minor
correction.
 Yields results that partly
satisfy the lab purpose
 Tables or graphs that are
formed are appropriate,
correct and legible.
 Yields results that satisfy the
lab purpose
Analysis
I use rational thinking to reach many realistic
conclusions based on the observations. My
conclusion addresses the original problem
and hypothesis.
 Conclusion is incoherent,
illogical or irrelevant, and is
not supported by the data
 Conclusion in a very limited
way addresses the original
problem.
 Explanation requires a great
deal of clarification or
correction
 Determines few sources of
error
 Suggests very few
improvements, or
improvements not realistic
 Conclusion is not well
supported by the data and is
not clearly stated
 Conclusion partly addresses
the original problem
 Conclusion is valid,
understandable and is
supported by the data
 Conclusion addresses the
original problem
 Explanation requires some
clarification or correction
 Clear and fairly complete
explanation
 Design and procedure are
extremely thorough, clear and
concise, materials list is
complete.
 A full and complete
description of the data to be
collected and a well-thought
out plan to analyze it is
included.
 Tables or graphs that are
displayed are appropriate,
correct, detailed and easily
understood.
 Yields results that satisfy and
extend the lab purpose
 Conclusion is valid, clearly and
concisely stated and fully
supported by the data
 Conclusion thoroughly
addresses the original
problem
 Detailed and complete
explanation
 Determines some sources of
error
 Suggests a few relevant
improvements
 Determines many sources and
where possible degrees of
error
 Suggests several relevant
improvements
 Determines all major sources,
and where possible degrees
of error
 Suggests many relevant
improvements
Question/Hypothesis
Planning
Discussion
Error Analysis
My discussion of the results is clear, and
complete.
I determine many sources and degrees of
error in the experiment and suggest relevant
improvements to the method (e.g., different
equipment or additional control variables).
SBI 4U1 Lab Report Rubric
Communication
Components
(Checklist)
Presentation
Application
Application to
SBI4U1 content
Application to STSE
Application to the
greater scientific
community
THINKING
Name:
Level
Student Coaching Rubric
Basic
Additional
- Title
- Introduction
- Abstract
- Background
- Purpose/Question
research
- Hypothesis
- Sample
- Materials/Apparatus
Calculations
- Methods
- Illustrations
- Observations
- Conclusions
- Error Analysis
I present information in a logical order, with
spelling, grammar, units and use of S.I. system
that are correct. I take care to present the
report in a neat manner. All sources of
information are credited using proper APA
format.
1
2
3
4
 Contains some of these basic
components
 Contains all of the basic
components and a few of the
additional components
 Contains all of the basic and
some of the relevant
additional components
 Contains all of the basic and
all of the relevant additional
components
 Presents little information in
logical order
 Spelling, grammar and S.I.
usage are correct in few cases
 References are not included
or are incorrectly used.
 Presents some information in
logical order
 Spelling, grammar and S.I.
usage are correct in some
cases
 Some references included
correctly.
 Presents most information in
logical order
 Spelling, grammar and S.I.
usage are correct in most
cases
 All references are included
correctly.
 Presents all information in
logical order
 Spelling, grammar and S.I.
usage are correct in all or
almost all cases
 All references are included
correctly and skillfully.
1
2
Level
Student Coaching Rubric
3
4
I apply my research to familiar concepts
learned in class.

Shows limited
understanding of
connections in familiar
contexts

Shows some understanding
of connections in familiar
contexts

Shows considerable
understanding of
connections in familiar
contexts

Shows thorough and
insightful understanding of
connections in familiar
contexts
I apply my results to real-world contexts
relating to society, technology and/or the
environment.

Shows limited
understanding of
connections in real-world
contexts

Shows some understanding
of connections in real-world
contexts

Shows considerable
understanding of
connections in real-world
contexts

Shows thorough and
insightful understanding of
connections in real-world
contexts
I compare my research to others in the
scientific community by studying and writing
about previously published work.

Shows limited
understanding of
connections to the greater
scientific community.

Shows some understanding
of connections to the
greater scientific
community.

Shows considerable
understanding of
connections to the greater
scientific community.

Shows thorough and
insightful understanding of
connections to the greater
scientific community.
COMMUNICATION
APPLICATION