Ways of Thinking: Scientific Reasoning in the Natural Sciences
Learning outcomes and rubric
Instructions [Course Parameters and Assignment Guidelines]
Use the following rubric to assist in the evaluation of skill performance related to Learning Outcomes 1 and 2. Different courses will
aspire to either the novice or apprentice level depending on the population and aims of the course. Students can successfully
demonstrate novice-level abilities through adequate performance on scripted or “canned” lab assignments, whereas apprentice or
proficient levels require open-ended or “exploratory” labs.
Learning Outcome
Subcategory
Rationale
Application of the
Scientific Method
Hypotheses
Experimental
Design
Proficient
Performance
Apprentice
Novice
The purpose of the lab or The purpose of the lab or
the question to be
the question to be
answered during the lab is answered during the lab is
clearly identified and
identified, but is stated in a
stated.
somewhat unclear manner.
Many reputable
Several reputable
background sources were
background sources are
used and cited correctly.
used and cited correctly.
Material is translated into Material is translated into
student's own words.
student's own words.
Deficient
The purpose of the lab or
the question to be
The purpose of the lab or
answered during the lab is
the question to be
partially identified, and is answered during the lab is
stated in a somewhat
erroneous or irrelevant.
unclear manner.
Material is directly copied
One or more background
rather than put into
sources are used and cited
student’s own words
correctly, but some are not
and/or background
reputable sources. Material
sources are cited
is translated into student’s
incorrectly.
own words.
Hypothesized relationship
Hypothesized relationship between the variables and Hypothesized relationship
No hypothesized
between the variables and
the predicted results is
between the variables and
relationship has been
the predicted results is
reasonable based on
the predicted results is
stated, or demonstration
clear and reasonable based
general knowledge,
clearly stated and
of substantial inaccuracies
on previous findings.
observations, and previous
appropriate.
in logic.
findings.
An appropriate
experimental design with
An appropriate
The experimental design The experimental design
controls is reported and
experimental design
including controls is
is not defined and/or
thoroughly explained.
including controls is
reported and minimally
lacks appropriate
Alternative designs or
reported and thoroughly
explained.
structure or controls.
modifications are discussed
explained.
and explained.
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Ways of Thinking: Scientific Reasoning in the Natural Sciences
Conclusions
Learning Outcome
Subcategory
Materials
Collection, Analysis,
and Interpretation of
Quantitative Data
Procedures
Statistical Analysis
Conclusion includes
whether the findings
supported the hypothesis,
possible sources of error,
and what was learned from
the experiment.
The relationship between
the variables is discussed
and trends/patterns
logically analyzed.
Predictions are made about
what might happen if part
of the lab were changed or
how the experimental
design could be changed.
Results are thoroughly
compared to previous
findings.
Proficient
Learning outcomes and rubric
Conclusion includes
Conclusion includes what
whether the findings
was learned from the
supported the hypothesis
experiment.
and what was learned from
The relationship between
the experiment.
the variables is discussed
The relationship between
but no patterns, trends or
the variables is discussed
predictions are made based
and trends/patterns
on the data. Minimal
logically analyzed.
relation to previous
Some relation to previous
findings.
findings mentioned.
Performance
Apprentice
Novice
All materials and setup
Almost all materials and Most of the materials and
used in the experiment are
the setup used in the
the setup used in the
clearly and accurately
experiment are clearly and experiment are accurately
described.
accurately described.
described.
Procedures are listed in
clear steps. Each step is
numbered and described in
a complete sentence.
Procedures appear to be
replicable. Steps are
outlined sequentially and
are adequately detailed.
Appropriate descriptive
and inferential statistical
analyses are reported and
thoroughly explained.
Experimental errors and
outliers, their possible
effects, and ways to reduce
them are discussed.
No conclusion was
included in the report OR
shows little effort and
reflection.
The relationship between
the variables is minimally
discussed.
Little or no relation to
previous findings noted.
Deficient
Many materials are
described inaccurately or
are not described at all.
Procedures are listed in a
Procedures do not
logical order, but steps are Procedures are listed but
accurately list the steps of
not numbered and/or are are not in a logical order or
the experiment.
not in complete sentences.
are difficult to follow.
Several steps are not
Procedures appear to be All steps are outlined, but
outlined and there is not
replicable. Steps are
there is not enough detail
enough detail to replicate
outlined and are
to replicate procedures.
procedures.
adequately detailed.
Both descriptive and
inferential statistical
analyses are reported and
explained. Experimental
errors and outliers and
their possible effects are
discussed.
Both descriptive and
inferential statistical
analyses are reported but
minimally explained.
Experimental errors and
outliers are mentioned.
Statistical analyses are not
reported or are erroneous.
There is no discussion of
errors or outliers.
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Ways of Thinking: Scientific Reasoning in the Natural Sciences
Ethical
Considerations
Limitations
Safety
Outcome
Subcategory
Data
Communication of
Findings
Appearance/
Organization
Learning outcomes and rubric
Thorough identification
Thorough identification of
Inadequately identifies key
and discussion of
Identifies key ethical
applicable ethical
applicable ethical
applicable ethical
considerations related to
considerations related to
considerations related to
considerations related to
data collection, human
data collection, human
data collection, human
data collection, human
subjects and organisms,
subjects and organism,
subjects and organisms,
subjects and organism,
health and safety, use of
health and safety, use of
health and safety, use of
health and safety, use of
others work, and/or bias.
others work, and/or bias.
others work and/or bias.
others work, and/or bias.
Clearly articulates a firm
Articulates an
understanding of
Does not articulate an
understanding of the
Identifies either
assumptions and provides
understanding of
assumptions and specifies assumptions or limitations.
a thorough analysis of the
assumptions or limitations.
several limitations.
limitations.
Lab is carried out with
Lab is generally carried out
some attention to relevant
Lab is carried out with full with attention to relevant
safety procedures. The set- Safety procedures were
attention to relevant safety safety procedures. The setup, experiment, and tearignored and/or some
procedures. The set-up,
up, experiment, and teardown posed no safety
aspect of the experiment
experiment, and tear-down
down posed no safety
threat to any individual, posed a threat to the safety
posed no safety threat to
threat to any individual,
but several safety
of the student or others.
any individual.
but one safety procedure
procedures need to be
needs to be reviewed.
reviewed.
Proficient
Performance
Apprentice
Novice
Deficient
Professional-looking and
Accurate representation of Accurate representation of
accurate representation of
the data in tables and/or
the data in written form,
the data in tables and/or
graphs. Graphs and tables but no graphs or tables are
graphs. Graphs and tables
are labeled and titled.
presented.
are labeled and titled.
Data are not reported or
are inaccurate.
Written or oral report
contains all necessary
sections and information,
but some organizational
problems remain.
Written or oral report is
incomplete and poorly
organized.
Written or oral report is
Written or oral report is
complete, superbly
complete, well-organized,
organized, and appears
and largely professional in
professional in all respects.
appearance.
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Ways of Thinking: Scientific Reasoning in the Natural Sciences
Format
Superbly utilizes an
appropriate professional
communication format
suitable to the discipline
and nature of the
experiment.
Utilizes an appropriate
professional
communication format
suitable to the discipline
and nature of the
experiment.
Learning outcomes and rubric
Utilizes appropriate
communication format
suitable to the discipline
and nature of the
experiment, but lacks a
professional polish.
Does not utilize
communication format
suitable to the discipline.
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Ways of Thinking: Scientific Reasoning in the Natural Sciences
Learning outcomes and rubric
Problem Solving Rubric for Scientific Reasoning in the Natural Sciences
Strategic Approach
Implementation
Calculations
(if appropriate)
Evaluation of the
Solution
Communication of the
Solution
Proficient
Determines appropriate
and complete strategies
to solve problems
independently.
Employs scientific
principles correctly and
independently.
Correctly performs
complex mathematical
manipulation of
algebraic equations
when required.
Provides broad
interpretations of results
independently and can
perform advanced
checks properly.
Consistently
communicates solutions
in an effective format
with high quality.
Apprentice
Determines appropriate
and complete strategies
to solve problems based
upon examples.
Employs scientific
principles correctly to
solve problems similar
to examples.
Correctly performs
simple mathematical
manipulation of
algebraic equations
when required.
Can broaden
interpretations of results
with some direction and
perform checks properly.
Novice
Chooses the correct
strategy to solve a
problem from a limited
set of options.
Employs scientific
principles correctly to
solve problems identical
to examples.
Correctly converts units,
plugs numbers into
equations and calculates
quantities.
Deficient
Unable to choose the
correct strategy to solve
a problem.
Provides narrow but
correct interpretations of
results and performs
basic checks properly.
Unable to interpret
solutions or perform
basic checks.
Consistently
communicates solutions
in an effective format
with average quality.
Generally communicates
solutions in an effective
format with average
quality.
Unable to communicate
solutions effectively.
Unable to employ
scientific principles
correctly.
Unable to perform
calculations correctly.
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