Project Rubrics

Parents and Students,

It was requested that I share the Rubric that is used to evaluate student projects.  Listed below is the rubric that is used, and given to each student along with the project information when projects are introduced. 

Rubric:

	4	3	2	1
A. Required Elements – Standards and Objectives	The item includes all required elements, as well as additional information. Includes the standard/objective information.	All required elements are given.	All but one of the required elements are included.	Several required elements were missing.
B. Content Accuracy	The information given is accurate and understandable. Went above and beyond “textbook” style explanations and gave good clarifying examples.	The information given is accurate and understandable. Includes some examples.	The information is not completely accurate. Limited examples are given.	The information is very confusing, not written clearly and is confusing. Definitions are given but examples are missing.
C. Creativity	The pictures and illustrations reflect an exceptional degree of student creativity. Includes a lot of color and design to give visual appeal.	Some pictures and illustrations are given and reflect student creativity. Some color and designs are used to give visual appeal.	The pictures and illustrations are made by the student, but are sloppy or based on ideas or designs of others. Some color is used.	Very few pictures or illustrations are included. Minimal color is used.
D. Mechanics	No spelling, grammar, punctuation errors in the entire project. Project is astounding in neatness, clarity, and legibility.	1-2 spelling, grammar, punctuation errors are found in the project. Project is neat, clear, legible.	No more than 4 spelling, grammar, or punctuation errors are present in the project, and it is mostly neat	Several spelling, grammar, or punctuation errors are present. Hard to read, illegible.

Students are also given their choice of project, however their projects are expected to demonstrate their learning of the content, not simply a repitition of notes presented in class. 

This was the additional information given to 8th graders for their Chemical & Physical Change/Properties Project (given 2/9, due 2/12)

Choose one project from the list below. Make sure it includes how evidence of chemical reactions indicate that new substances with different properties are formed. All projects are equal points.

• Poster - Draw a poster that illustrates how evidence of chemical reactions indicate that new substances with different properties are formed.

• Experiment -Design an experiment using common substances found in your home that will investigate and show evidence of how chemical reactions indicate new substances are formed. 

• Color Book -Design a five page coloring book that shows chemical changes that are creating new and different substances. 

• Game - Create a sorting game to help younger students determine the differences in chemical changes and physical changes. 

• Student Choice - Present your idea to the teacher for approval. Must include how evidence of chemical reactions indicate that new substances with different properties are formed.

To receive a 3 (which is meeting the standard) students were expected to explain how chemical reactions create new substances, and give evidence, write the information at an 8th grade level, show creativity, and make sure to include all parts of the chemical evidence.  For students completing the experiment, I also expected their step-by-step instructions on how they completed the experiment.

Projects are expected to be a fun and engaging way for students to demonstrate their knowledge of the content learned in class.