EXPERIMENTAL DESIGN

ASSESSMENT RUBRIC

	- LEVEL 1 +	- LEVEL 2 +	- LEVEL 3 +	- LEVEL 4 +
Experimental Design Thinking Inquiry	An Experiment Was Designed	Level 1 + Most of the experimental design meets the standard	Level 1&2+ Experimental Design meets the standard	Level 1&2&3+ Experimental Design was Optimized and/or unique and/or creative and or efficient

INDICATORS

Level 1

• attempted to identify an experiment which will meet the purpose of the lab

Level 2

• experiment is realistic, possible, practical
• the experimental method meets the required purpose

Level 3

• dependent independent and control variables are identified and defined
• method was suitable
• method was unambiguous
• appropriate apparatus was selected
• method was described to allow for collection of sufficient data
• method to collect relevant data (measure) of dependent and independent variables is described (including type of measurement instrument and method used to measure)
• diagram to explain the experiment is included
• likely to work

Level 4

• lab method was optimal
• KISS principal adopted
• details of the lab set up are resolved
• accuracy of lab was "designed in"
• lab was cost, time and resource effective
• lab design was unique, creative or developed form effective observation
• method to calculate the results from the the measured quantities is included (equations)
• variable name conventions are consistent in diagrams, equations, definitions and descriptions
• lab may have a relevant purpose or point
• may include evidence of research with regard to apparatus, use or specifications of measurement instruments

Factors for which assigned marks are at the higher end of the range (or a +)

• consistent - student consistently displays this level of achievement
• assignment completed on time
• work is well organized
• work is clear, neat
• aesthetically pleasing (looks nice)
• accurate
• well referenced
• attention to detail
• completion or demonstration of a greater number of indicators

Factors for which assigned marks are at the lower end of the range

• lacks consistency - student may not always reach this level of achievement
• assignment not done by due date
• assignment resubmitted in order to increase level
• out of order, difficult to navigate through
• messy
• inaccurate
• poorly referenced
• inattentive to detail
• completion or demonstration of a lesser number of indicators