NTN Knowledge and Thinking Rubric for Science Argumentation, Grade 10
The ability to reason, problem-solve, develop sound arguments or decisions, and create new ideas by using appropriate sources
and applying the knowledge and skills of a discipline.
EMERGING
E/D
DEVELOPING
D/P
P/A
PROFICIENT
11th Grade Ready
ADVANCED
11th Grade Level
 The scientific, social or
technological
significance of the issue
is unclear
 Scientific content
contains inaccuracies
 The scientific, social
or technological
significance of the
issue is clear but
does not provide a
well-defined research
question
 Scientific content is
accurate and makes
general connections
to the issue
 The scientific, social or
technological significance
of the issue is clear and
provides a well-defined
research question
 Scientific content is
accurate and discusses
specific connections to the
issue
 The scientific, social, or
technological, significance
of the issue is clear,
focused, and presents a
challenging research
question
 Scientific content is
accurate and includes a
clear, detailed, and relevant
discussion of the
connection to the issue
ARGUMENT
What is the evidence
that the student can
develop an argument?
 Makes an unclear
argument
 Makes unclear or
irrelevant claims
 Expresses or implies no
alternative or
counterclaims
 Makes a general
argument
 Makes a relevant
claim but does not
explain how it
supports the
argument
 Identifies potential
alternatives or
counterclaims
without an
explanation
 Makes a clear, specific
argument
 Makes a relevant and
specific claim and explains
how it supports the
argument
 Explains potential
alternatives or
counterclaims
 Makes a clear,
specific, and well
developed argument
 Makes multiple relevant
and specific claims and
provides rationale of
how each claim
supports the argument
 Explains and evaluates
alternatives or counterclaims
EVIDENCE
What is the evidence
that the student can
support the argument?
 Refers to data that is
irrelevant to the
argument
 Limited use of data
and/or examples
irrelevant to argument
 Refers to limited or
general data (textual,
experimental, or
multimedia) relevant
to argument
 Data and/or
examples are
relevant but used to
represent one point
of view
 Refers to specific data
(textual, experimental, or
multi-media) relevant to
argument
 Data and/or examples are
relevant and represent
varying points of view
 Refers to detailed and
thorough data (textual,
experimental, or multimedia) relevant to
argument
 Data and/or examples are
relevant and used to
explain varying points of
view
ARTICULATING A
SCIENCE-RELATED
ISSUE
What is the evidence
that the student can
articulate a clear
issue and explain its
scientific context?
©2013 Stanford Center for Assessment, Learning, and Equity (SCALE) and Envision Schools
Adapted by New Tech Network, June 6, 2013
ANALYSIS
What is the evidence
that the student can
analyze evidence?
 Restates information
from single source
 Expresses or implies
no differences in
perspective on a
topic
 Expresses or implies
broad agreement
with sources
 Restates information
from multiple sources
 Mentions a general
difference in perspectives
on a topic without specific
details
 Minimally describes the
strength or limitation of
one important source
 Summarizes evidence from
multiple sources related to
the argument
 Identifies inconsistent
information or a difference
among authors on the
same topic
 Discusses the strength or
limitation of major sources
of evidence
 Synthesizes evidence
from multiple sources
related to the argument
 Explains inconsistent
information and
differences among authors
on the same topic
 Assesses the strengths or
limitations of sources o f
e v i d e n c e to support the
argument or claims
CONCLUSION
 Conclusions are
unclear or are
implausible
 Expresses or implies
conclusions with no
limitations or
unanswered
questions
 Conclusions are
generally plausible; no
further implications are
raised
 Describes general
limitations or unanswered
questions
 Conclusions are logical and
specific; raises plausible
implications
 Identifies specific
limitations or unanswered
questions
 Conclusions are logical,
specific, and well
supported; explains
plausible implications
 Explains limitations and/or
unanswered questions
What is the evidence
that the student can
draw logical and
sound conclusions?
©2013 Stanford Center for Assessment, Learning, and Equity (SCALE) and Envision Schools
Adapted by New Tech Network, June 6, 2013