4 Point SEP Rubrics

Making the Transition to 4 Point Rubrics

Many of us are hopeful as we transition to 4 point rubrics that we will spend less time counting up points to measure degrees of completion and really focus on the learning goal(s) at hand. It appears that using a four point rubric based on learning goals is much easier and less time consuming to use than many of the traditional grading practices we have used in the past. Now that we have shifted our focus in TUSD to writing, some science teachers are feeling compelled to grade for spelling, grammar, neatness, format and other things that are way beyond the scope our unit learning goals. Every time you create or use a rubric, you need to ask yourself , "What is the learning goal of this assignment or unit?" And then grade only that!

​What if there is more than one learning goal?

Often multiple learning goals exist in a learning activity. For example, in 8th Grade Assessment 1.2, students use the engineering design process to learn about Newton's Laws of Motion. Although the disciplinary core ideas are unbalanced forces and Newton's laws, other learning goals exist within the assessment including engineering practices, modeling, planning an investigation, collection and analysis of data, and communicating ideas. This is a lot to measure throughout the assessment and can be overwhelming to grade.  One idea is to focus on only one learning goal at a time. Examples of learning goals and rubrics for grading part 1 of the 8th grade assessment are compared below.
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Traditional Rubric

Part 1: Students document the engineering design process as they build a balloon powered race car (or rocket).

• Learning Goals= Based on completion.
  1. Each of nine steps is documented completely and accurately in slide show.
  2. Car/Rocket is completed by competition day.
• Number of Point Possible=20
• % of Points that equal a failing grade = 59%

4 Point Rubric: Blast Off Rocket Challenge

Learning Goals= Based on the engineering design process (multiple SEPs assessed).
​1. Research to support the claim with proper citations.
2. Design Process Documentation: Brainstorm, Evaluate, and Prototype Solution
3. Data Collection (Investigating forces and mass)
4. Modeling Force Diagrams (Evidence from testing)
5. Final Reasoning Paragraph (Summarizes engineering design process and how Newton's Laws were applied in design challenge)

• Number of Points Possible= 4 (average of all parts)
• % of Points that equal a failing grade = 25%

4 Point SEP Rubric: Planning and Carrying Out Investigations

• Learning Goals= Based on One SEP
  1. Conduct an investigation and/or evaluate and/or revise the experimental design to produce data to serve as the basis for evidence that meet the goals of the investigation.  
  2. Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
• Number of Points Possible= 4
• % of Points that equal a failing grade= 25%

4 Point SEP Rubric: Constructing Explanations and Designing Solutions

• Learning Goals= Based on One SEP
  1. Optimize performance of a design by prioritizing criteria, making tradeoffs, testing, revising, and retesting.
  2. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.  
• Number of Points Possible= 4​
• % of Points that equal a failing grade= 25%

​SEP 4 Point Rubrics

The same rubric can be used for all of the science and engineering practices, but the learning goal will change according to the learning activity. The learning goals shown above in the 4 point SEP rubrics are taken from the several bullet points provided in Appendix F of the NGSS to help explain what students should be doing for each of the science and engineering practices. One thing to note is that students will not engage in all bullet points at one time or in one learning activity. A summary of the guiding principles taken from Appendix F and all of the 4 point rubrics for each of the SEPs can be found below. 
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Links to Guiding Principles and 4 Point SEP Rubrics:

SEP 4 Point Rubric: Asking Questions and Defining Problems
SEP 4 Point Rubric: Developing and Using Models
SEP 4 Point Rubric: Constructing Explanations and Designing Solutions
SEP 4 Point Rubric: Analyzing and Interpreting Data
SEP 4 Point Rubric: Using Mathematical and Computational Thinking
SEP 4 Point Rubric: Engaging in Argument From Evidence
SEP 4 Point Rubric: Obtaining, Evaluating, and Communicating Information
SEP 4 Point Rubric: Planning and Caryying Out Investigations