| Analysis Scientific Methodology | Demonstrates advanced reasoning based on quantifiable information; judgments and conclusions are exceptionally insightful | Demonstrates competent reasoning based on quantifiable information; judgments and conclusions are somewhat insightful | Demonstrates competent reasoning based on quantifiable information; judgments and conclusions are adequate and reasonable | Demonstrates emerging reasoning based on quantifiable information as exhibited by difficulty in formulating judgments or drawing conclusions | Demonstrates beginning reasoning based on quantifiable information as exhibited by difficulty understanding what constitutes quantifiable information, inability to formulate reasonable judgments and/or drawing reasonable conclusions. |
| Calculation Scientific Methodology | Accurately completes calculations for the assignment and presents results clearly and concisely
Chooses appropriate formulas or symbolic models to solve problems and justify choices | Calculations are completed and largely successful
Chooses appropriate formulas or symbolic models to solve problems and justify choices | Calculations are completed and are somewhat successful with some minor errors
Minor errors with using formulas or symbolic models to solve problems and justify choices | May not choose the most appropriate or effective formula
Calculations contain multiple errors
May exhibit some problems justifying choices | Calculations may be unsuccessful or incomplete
Does not appear to understand the parameters of the appropriate formula
Is unable to select the right formula for the problem (decision-making unclear) |
| Visual Representations of Data and Information Scientific Methodology | Produces highly effective visual representations of data (e.g. tables) or concepts (e.g. graphs) | Produces competent visual representations of data with some highly effective visual representations of data (e.g. tables) or concepts (e.g. graphs) | Produces competent visual representations of data. | Visual representations may reflect minor flaws or inaccuracies | The method for visually presenting information or concepts is highly inaccurate or imprecise |
| Design Content and Design | Sketches are complete and annotated to show all important information. Heading information is complete and accurate. | One or two sketches are not complete and are missing important information, such as measurements. Some heading information is incomplete or inaccurate | Sketches are missing more than half of the identification of the components. More than half of the heading information is not complete or is not accurate | Sketches are not complete. Heading information is not complete and is not accurate. | There is little or no evidence of sketches in the notebook. |
| Essential Questions and Vocabulary Content and Design | Entries demonstrate thorough understanding of lesson objectives. Responses are detailed, accurate, and show critical thinking skills. | Two or three entries are incomplete, misdated, or are not a good representation of the student’s best work | More than half of the entries are incomplete, misdated, or are not a good representation of the student’s best work. | Most entries are missing, and the entries that are included are not clearly identified. | There is little or no evidence of essential questions or vocabulary entries the notebook. |
| Development and Organization Content and Design | shows a high level of organization; sections are clearly labeled; | shows evidence of organization, but not all activities are completed with appropriate information. | shows limited organization, such as missing sections, and several activities are incomplete. | Notebook is not complete and is missing several activities. | There is no evidence of an organized notebook. |
| Research Content and Design | Research is documented with appropriate citations. Research shows a variety of resources and is not limited to one or two sources. | Research is documented on some topics. One or two do not have proper citation information. Research is limited to two or three resources | Research is randomly completed with little or no documentation of sources. | There is no research other than what is available from lecture notes. | There is little or no evidence of research in the notebook. |
| Notes Content and Design | Notes are clearly labeled with dates and relationship to each lesson. Journal entries are thorough and dates are recorded. | Notes or journal entries are labeled but are not in order. | Some notes or journal entries are missing, and not all notes are labeled. | Notes or journal entries are not labeled, and the notes that are included are not clearly identified | There is little or no evidence of notes or journal entries in the notebook. |
| Validations Content and Design | Notebook is dated and signed as each page is completed by all signing parties | Notebook is dated and signed by all signing parties | Notebook is dated and signed by most signing parties. Some pages are missing some signatures. | Notebook is not consistently dated and signed by most signing parties. over 25% of the pages are missing some signatures. | There is little or no evidence of proper dates and signatures being secured. |
| ENP01.01 Oral Presentation Standards | Oral Presentation Skills: Oral presentation skills exhibit clear, varied, complex language, employed for effect. Diction is precise and appropriate to the situation. Tone is mature, consistent, and appropriate for topic and audience. Non-verbal elements (attire, mannerisms, etc.) do not distract from the presentation. Presentation Materials: The visual, audio, or other presentation materials exceed professional standards, are well-integrated into the presentation, and balance, reinforce, and enhance oral components and further achieves a level of mastery over both the materials (innovative, authentic, provocative visual, audio or other presentation materials) and their use in the presentation. | Oral Presentation Skills: Oral presentation skills exhibit clear and appropriate syntax, diction, tone, and non-verbal elements. Presentation Materials: The visual, audio, or other presentation materials meet professional standards, are integrated into the presentation, and do not substitute for but instead balance oral components. | Oral Presentation Skills: Oral presentation skills exhibit one major problem in syntax, diction, tone, and non-verbal elements. Presentation Materials: Some of the visual, audio, or other presentation materials fail to meet professional standards, or are not integrated into the presentation, or substitute for oral components. | Oral Presentation Skills: Oral presentation skills exhibit more than one major problem in syntax, diction, tone, and non-verbal elements. Presentation Materials: The visual, audio, or other presentation materials fail to meet professional standards, are poorly integrated, or are too heavily relied upon. | — |
| ENP04.01 Data Analysis Standards | Data Analysis: Accurately conducts simple computations and statistical analysis using collected data; correlates experimental results to known theoretical values; accounts for measurement errors and parameters that affect experimental results. | Data Analysis: Accurately conducts simple computations and statistical analysis using collected data; correlates experimental results to known theoretical values | Data Analysis: Conducts simple computations and statistical analysis using collected data with minor error; reasonable correlates experimental results to known theoretical values; attempts to account for measurement errors and parameters that affect experimental results. | Data Analysis: Unable to conduct simple statistical analysis on collected data; no attempt to correlate experimental results with known theoretical values; incapable of explaining measurement errors or parameters that affect the experimental results. | — |
| ENP09.01 Concept Generation Standards | Concept Generation: Strong evidence that the exploration process has been skillfully man.aged in ways that organize and guide the creative energies and technical expertise of the team The team decomposes the problem into a set of sub functions; a set of subsystems; a sequence of actions; and/or the set of primary client preferences. | Concept Generation: Evidence that the exploration process has been managed in ways that organize and guide the creative energies and technical expertise of the student The team conducts a cursory problem decomposition process. | Concept Generation: Struggles to organize the exploration process in a way that best guides the creative energies and technical expertise of the team. The team does not conduct a cursory problem decomposition process. | Concept Generation: Little or no evidence of organization in the concept exploration process. The team does not conduct a cursory problem decomposition process. | — |