Assessment for Science Research Project
Topic : ______________, Title : _______________________________________________________________________
Individual Assessment from Teacher
No
Put a tick for the correct scale
from each description. 4 is the
highest and 1 is the lowest.
1.
2.
3.
Good use of allocated time
Show efforts to improve results
Present in every meeting with
mentor
Active in task
On time submission
Understand the task or project
Competence in solving the
problem in project.
Giving clear answer when
asked by teacher.
Good communication with
teacher.
Significant progress.
Name (class)
4
4.
5.
6.
7.
8.
9.
10.
3
2
Name (class)
1
4
3
2
Name (class)
1
4
3
2
Name (class)
1
4
3
2
1
Completeness (Group Assessment)
No.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Contents
Blue cover
Preface
Table of contents
Table of figures or diagrams
Objectives
Basic Theory with complete source in every copied statement.
Clear Research Method (Materials, apparatus, and procedures).
Result and Analyses + Conclusion more than other chapter
Correct format of Sources/ references
Power point slides
Total
Put a tick if available
Report content Rubric (Group Assessment)
CATEGORY
4
3
2
1
Creativity
The project contains many
creative details that
contribute to the reader's
enjoyment. The group has
really used their
imaginations.
The project contains a few
creative details that
contribute to the reader's
enjoyment. The group has
used their imaginations.
The project contains a few
creative details. However,
they are distractive and
inappropriate. The group
has tried to use their
imaginations.
There is little evidence of
creativity in the project.
The author does not seem
to have used much
imagination.
Description of
Procedure
(Scientific
Method)
Procedures were outlined
in a step-by-step fashion
that could be followed by
anyone without additional
explanation. Results are
clearly stated.
Procedures were outlined
in a step-by-step fashion
that could be followed by
anyone with a little help of
additional explanation.
Results have been
included, but may need
clarification.
Procedures were outlined
in a step-by-step fashion,
but had 1 or 2 gaps that
require explanation.
Results are present but
maybe difficult to
understand at times.
Procedures that were
outlined were incomplete
or not sequential. Results
not presented.
Analysis and
Evaluation
Student provides a detailed
conclusion clearly related
to the hypothesis
statement. Analysis shows
clear understanding of the
science behind the
investigation.
Student provides a fairly
detailed conclusion related
to the hypothesis
statement. Analysis shows
good understanding of the
science behind the
investigation.
Student provides a
conclusion related to the
hypothesis statement. It
may lack detail. Analysis
shows fair understanding
of the science behind the
investigation.
Student does not provide a
conclusion related to the
hypothesis statement.
Analysis shows poor
understanding of the
science behind the
investigation.
Diagrams/Photog Provided an accurate,
easy-to-follow diagram
raphs
Quality of
References
Provided an accurate
diagram with labels to
with labels to illustrate the illustrate the procedure or
procedure or the process
the process being studied.
being studied. Photographs Photographs show most
show all materials and
materials and steps
steps completed in a
completed in a sequential
sequential order.
order.
Provided an easy-to-follow
diagram with labels to
illustrate the procedure or
process, but some labels
were left out. Photographs
show some materials and
some steps completed in a
sequential order.
The diagram was quite
incomplete. Photographs
show little or no materials
and few or no steps.
References are primarily
peer reviewed
professional journals
or other approved sources
(e.g., government
documents, agency
manuals, …). The reader is
confident that the
information and ideas can
be trusted.
Most of the references are
from
sources that are not peer
reviewed and have
uncertain reliability. The
reader doubts the accuracy
of much of the material
presented.
There are virtually no
sources that are
professionally reliable.
The reader seriously
doubts the value of the
material and stops reading.
Although most of the
references are
professionally legitimate, a
few are questionable (e.g.,
trade books,
internet sources, popular
magazines, …). The reader
is uncertain of the
reliability of some of the
sources
Presentation Rubric
CATEGORY
Preparedness
(individual)
4
3
Student is completely
Student seems pretty
prepared and has obviously prepared but might have
rehearsed.
needed a couple more
rehearsals.
Comprehension Student is able to
accurately answer almost
(individual)
Student is able to
accurately answer most
all questions posed by
questions posed by
classmates about the topic. classmates about the topic.
2
1
The student is somewhat Student does not seem at all
prepared, but it is clear
prepared to present.
that rehearsal was lacking.
Student is able to
accurately answer a few
questions posed by
classmates about the topic.
Student is unable to
accurately answer
questions posed by
classmates about the topic.
Posture and Eye
Contact
(individual)
Stands up straight, looks
relaxed and confident.
Establishes eye contact
with everyone in the room
during the presentation.
Stands up straight and
Sometimes stands up
establishes eye contact
straight and establishes
with everyone in the room eye contact.
during the presentation.
Slouches and/or does not
look at people during the
presentation.
Presentation
Slide
(group)
Slides were outlined in a
fashion that could be
followed by anyone
without additional
explanations. Clear to be
seen by the audience,
understandable.
Slides were outlined in
standard requirements.
Clear but not attractive.
Student can explain easily
by using slides and not
just read the slides.
Slides were outlined in a Slides were seriously
standard but had 1-2 gaps incomplete or not
that require explanation.
sequential and unclear.
Student just copy material
to slide and too much
letter and explanation.
Presentation
match with
report
(group)
Presentation materials are
from report, all data and
information given can be
found in report. Report and
presentation help audience
to understand the project
done.
Presentation materials are
from report, but some
extra data is given to make
it clear and forget to be
put in report.
A lot of data in
presentation is different
from report because
student forget to revise
some data
Presentation is totally
different with the final
report
Demonstration/
prototype
(group)
Student demonstrates the
procedure of experiment/
the working prototype. The
demonstration show the
experiment is done very
successfully and satisfied
result.
Student demonstrates
some procedure of
experiment but unsatisfied
results. Student can
explain the suggestion to
make the result more
reliable in future research.
Student can’t demonstrate
some of the procedure/
prototype because it
doesn’t work properly/
malfunction. Some
material incomplete/ poor
result. Students don’t
know how to improve it.
Student can’t demonstrate
the procedure/ prototype.
The prototype is far from
working and almost fails
results. Students give up
and don’t know how to
improve it again.