A rubric is an assessment tool that clearly indicates achievement criteria across all the
components of any kind of student work, from written to oral to visual. It can be used for marking
assignments, class participation, or overall grades.
RUBRICS - ICT-Digital presentations
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-1
Content - All content throughout the Most of the content is The content is generally Content confusing or
Accuracy presentation is accurate. There accurate but there is one accurate, but one piece of contains more than
are no factual errors. piece of information that information is clearly one factual error.
seems inaccurate. inaccurate.
Sequencing Information is organized in a Most information is Some information is logically There is no clear plan
of clear, logical way. It is easy to organized in a clear, sequenced. An occasional for the organization of
Information anticipate the next slide. logical way. One slide or slide or piece of information information.
piece of information seems out of place.
seems out of place.
Effectiveness Project includes all material Project is lacking one or Project is missing more than Project is lacking
needed to give a good two key elements. Project two key elements. It is rarely several key elements
understanding of the topic. The is consistent with driving consistent with the driving and has inaccuracies.
project is consistent with the question most of the question. Project is completely
driving question. time. inconsistent with
driving question.
Use of All graphics are attractive (size A few graphics are not All graphics are attractive Several graphics are
Graphics and colors) and support the attractive but all support but a few do not support unattractive AND
topic of the presentation. the topic of the the topic of the detract from the
presentation. presentation. content of the
presentation.
Text - Font Font formats (color, bold, italic) Font formats have been Font formatting has been Font formatting makes
Choice & have been carefully planned to carefully planned to carefully planned to it very difficult to read
Formatting enhance readability and enhance readability. complement the content. It the material.
content. may be a little hard to read.
Spelling and Presentation has no Presentation has 1-2 Presentation has 1-2 Presentation has more
Grammar misspellings or grammatical misspellings, but no grammatical errors but no than 2 grammatical
errors. grammatical errors. misspellings. and/or spelling errors.
Cooperation Group shares tasks and all Group shares tasks and Group shares tasks and Group often is not
performed responsibly all of the performed responsibly performs responsibly some effective in sharing
time. most of the time. of the time. tasks and/or sharing
responsibility.
Delivery Members spoke at a good rate, Members spoke a little Members spoke at a good Members
volume and with good faster or slower than rate and volume, but used demonstrated having
grammar. They maintained eye- necessary, or too quietly poor grammar. They relied paid little attention to
contact while using, but not or loudly. They used heavily on their notes. rate, volume or
reading their notes. acceptable grammar. They grammar. They read
maintained eye-contact, nearly word for word
but relied too much on from notes.
their notes.
Interaction/ Students used Students used Students used Students used
Involvement adequate/appropriate questioning resulting into adequate/appropriate questioning resulting
of the questioning resulting into active participation of questioning resulting into into active
audience active participation of almost almost above 70 % of the active participation of participation of almost
(remaining 90-100 % of the class. class. almost above 50% of the below 50% of the class.
students) class.
RESEARCH WORK
and CASE STUDY
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-1
Facet of Inquiry Students research at the Students research Students research Students research at
level of an open inquiry at the level of an at the level of a the level of a closed
and do not require open inquirybut closed inquiry and inquiry
require require guidance
any guidance. and require a high
guidance. degree of guidance
Students embark Research shows Research Research too Research of little
on inquiry and significant enquiry done appropriate/ broad broad and/or not relevance to unit
enough with sufficiently beingstudied
so determine a Research focused and
details given.
need innovative clear
forknowledge/ Research states
Research aims not Research not clearly
understanding aims
made clear
stated or
inappropriate
Students Search strategy includes Search strategy Search strategy Search strategy
find/generate multiple approaches includes different identifies a few identifies a limited
needed relevant, number of
for finding quality approaches for
information/data information sources finding quality quality sources relevant sources
using information
(eg. Pictures, websites,
appropriate
videos, etc) sources
methodology
(eg. Pictures,
websites, videos,
etc)
Students Evaluation of the whole The data on the The data on the Very little attempt to
critically study information/data selected topic are selected topic are critically evaluate data
evaluate is rigorous. compared compared or the
information/data or contrasted or contrasted but process used to
and the process appropriately. inappropriate on generate data
to find/generate occasions
it
Students Written information is Written Written Written information is
organizethe systematic and information is information very poorly presented.
information organized logically to logically arranged isinsufficient and
make reading and has a coherent not clear
collected/
interesting. flow
generated
Students Has integrated the Has considered Has considered Little reference to
communicate cultural and global both the cultural either the cultural cultural or global
and global or global perspective
an awareness of perspective into the
ethical, social research work to a implications of the implications of the
and higher extent. selected research selected research
work to an work.
cultural issues
appreciable extent.
Rubric-model making
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-1
The item has several
Design The item is neat The item has 1 or 2 The item has 3 to 4
flaws
Craftsmanship (free of unwanted flaws flaws (unwanted
(unwanted bumps,
Construction - bumps, drips, (unwanted bumps, bumps, drips, marks,
drips, marks, tears),
Care Taken marks, and tears). drips, tears), that
that
marks, tears), but these detract from
detract from the overall
do not detract from the the overall look.
look.
overall look.
Explanation by student
Scientific Explanation by Explanation by Explanation by
indicates some
Knowledge student indicates student student indicates
understanding of
a broader and indicates an accurate relatively accurate
scientific principles.
accurate understanding of understanding of
understanding of scientific principles. scientific principles
scientific
principles.
Some model
Details Model details Most model Most model
details are easily
are all easily details are details are easily
identified when the
viewed and easily identified when
model is viewed slowly
identifiable. viewed and the model is
and carefully.
identifiable viewed slowly
and carefully
EXPERIMENTS
CATEGORY Needs Improvement-1 Satisfactory-2 Good-3 Excellent-4
Experimental Little effort to execute Some effort to Acceptable approach Superior
Set up and experiment and unable execute experiment and ability to execute experimental set up
Testing, Lab to follow given and limited ability to experiment. Follows and execution of
Performance directions. follow directions. instructions given by experiment without
teacher. the scheme of
analysis.
Results, Data, Some attempt made at An attempt is made to Contains controls, Clear, complete, and
and recording experiment, display results in the variables, and many precise details given
Observation observations and form of tables with good/correct in full sentences
inferences. some error or statements recorded supported with all
Preliminary/Confirmatory omission. in tables. controls, variables in
the form of tables
Tests are not recorded. Only preliminary tests Some tests are with no errors or
are recorded. recorded. omissions. All the
tests are recorded.
Conclusions/ A vague attempt made at Concluding Good concluding Clear, complete, and
a conclusion, major statements contain statements that precise explanation
Inference omissions/errors errors /omissions. explain findings and of all tests, analyzing
regarding analysis, Minimum effort omissions /errors of experimental error
hypothesis. towards making expected concluding and giving expected
hypothesis. topics without making concluding
connections to the statements making
hypothesis. connections to the
hypothesis.
PRACTICAL ACTIVITY-STEAM ACTIVITY
CATEGORY Excellent-4 Good-3 Satisfactory-2 Needs Improvement-
1
Scientific Question or Hypothesis Question or hypothesis Question or hypothesis Question or
Inquiry has been thoroughly has been sufficiently is partially developed hypothesis has
developed. developed with with some relevancy. major flaws and
reasonable relevancy. limited or no
Investigation is well Investigation is partially
relevancy.
constructed/conducted. Investigation is a constructed/ conducted.
reasonably constructed/ Very little
conducted. investigation
constructed/
conducted/
Investigation is not
relevant.
Research Significant data and A reasonable amount of A minimum amount of Information is not
information has been data and information data and information sufficient.
collected in the most has been collected in a has been collected.
efficient and sufficient manner.
appropriate ways.
Design of the Professional and/or Good general quality Not quite good general An inability to meet
product exceptional beyond peer quality. any of the primary
Has basic
created and level of quality. requirements of the
structural/integral Has few basic
performance. lesson.
Has integrity. structural/integral
completestructural/integra integrity. The quality of
A generally acceptable
l integrity. Attention construction and/or
aesthetic quality of
specifically paid to the performance is not
construction and
aesthetic quality of impressive
performance.
construction and
performance.
Success Criteria :Rubrics – Metals & non-metals
Always Mostly Sometimes Rarely
The student is able to:
Compare the physical properties of metals and non-
metals.
State the product formed when metals and non-metals
react with Oxygen, Water, Acids and Salts.
Write well balanced chemical equations for reactions
of metals and non-metals with Oxygen, Water, Acids
and Salts.
State the uses of metals and non-metals.
My doubts :
Follow up :
Teacher Signature :
Rubrics
Objective Working towards Meeting Exceeding expectation(EE)
expectation(WE) expectation(ME)
To analyze the earliest Able to recall the To tabulate the merits To appreciate the needs of
approaches of earliest concept of and limitations of classification of elements in a
classification of classification of earliest concept of proper way
elements elements. classification of
elements
To identify the relation Able to identify the Is able to identify the Is able to predict the group
of group number and group and period in group and period of and period of elements
period number of modern periodic table elements by analyzing
elements by analyzing the electronic
the electronic configuration
configuration
To introduce the trend Able to tabulate the Is able to derive the Is able to compare the
of modern periodic trends of periodic table relation of trends with properties of elements by
table regarding valency and position of elements in analyzing the position of
size of atom periodic table element in periodic table
