Design and Application:
- This rubric addresses the ability to design and conduct an application experiment.
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Competent | Developing | Novice | What? |
|---|---|---|---|---|---|
| D 1 | Is able to identify the problem to be solved | The problem to be solved is clearly stated. |
The problem to be solved is described but there are minor omissions or vague details. |
An attempt is made to identify the problem to be solved but it is described in a confusing manner. |
No mention is made of the problem to be solved. |
| D 2 | Is able to design a reliable experiment that solves the problem | The experiment solves the problem and has a high likelihood of producing data that will lead to a reliable solution. |
The experiment attempts to solve the problem but due to the nature of the design there is a moderate chance the data will not lead to a reliable solution. |
The experiment attempts to solve the problem but due to the nature of the design the data will not lead to a reliable solution. | The experiment does not solve the problem. |
| D 3 | Is able to use available equipment to make measurements | All of the chosen measurements can be made and all details about how they are done are provided and clear. |
All of the chosen measurements can be made, but the details about how they are done are vague or incomplete. |
All of the chosen measurements can be made, but no details are given about how it is done. | At least one of the chosen measurements cannot be made with the available equipment. |
| D 4 | Is able to make a judgment about the results of the experiment | An acceptable judgment is made about the result, with clear reasoning. The effects of assumptions and experimental uncertainties are considered. The result is written as an interval. |
An acceptable judgment is made about the result, but the reasoning is flawed or incomplete. Or uncertainties are not taken into account. Or assumptions are not discussed. The result is written as a single number. |
A judgment is made about the results, but it is not reasonable or coherent. | No discussion is presented about the results of the experiment |
| D 5 | Is able to evaluate the results by means of an independent | A second independent method is used to evaluate the results and the evaluation is correctly done with the experimental uncertainties. The discrepancy between the results of the two methods, and possible reasons are discussed |
A second independent method is used to evaluate the results. The results of the two methods are compared correctly using experimental uncertainties. But there is little or no discussion of the possible reasons for the differences when the results are different |
The experiment and A second independent method is used to evaluate the results. However there is little or no discussion about the differences in the results due to the two methods. |
No attempt is made to evaluate the consistency of the result using an independent method. |
| D 7 | Is able to choose a productive mathematical procedure for solving the experimental problem | Mathematical procedure is fully consistent with the design. All quantities are calculated correctly with proper units. Final answer is meaningful. |
Correct and complete mathematical procedure is described but an error is made in the calculations. All units are consistent. |
A mathematical procedure is described, but is incorrect or incomplete, due to which the final answer cannot be calculated. Or units are inconsistent | Mathematical procedure is either missing, or the equations written down are irrelevant to the design. |
| D 8 | Is able to identify the assumptions made in using the mathematical procedure | All relevant assumptions are correctly identified. |
Relevant assumptions are identified but are not significant for solving the problem. |
An attempt is made to identify assumptions, but the assumptions are irrelevant or incorrect for the situation. | No attempt is made to identify any assumptions. |
| D 9 | Is able to determine specifically the way in which assumptions might affect the results | The effects of the assumptions are determined and the assumptions are validated. |
The effects of assumptions are determined, but no attempt is made to validate them. |
The effects of assumptions are mentioned but are described vaguely. | No attempt is made to determine the effects of assumptions |
This rubric was originally developed by Eugenia Etkina and the rest of the ISLE team at Rutgers University. It is shared here with permission and any modifications in language or focus are entirely my responsibility. My enduring thanks to Eugenia for her dedication to PER and generosity with those of us who admire and follow her work.
D 6 is intentionally missing
