Observational Rubric for Depth of Conceptual Link Scale
| Essential Features of Classroom Inquiry | Level | Description |
|---|---|---|
| 1. Students engage in scientifically oriented questions | 1 | Question is simply stated |
| 2 | Question is rephrased or clarified | |
| 3 | Question is related to student experiences through a discussion | |
| 4 | Question is discussed to relate students’ prior knowledge and experiences | |
| 5 | Question is discussed to relate students’ prior knowledge and experiences. Hypotheses are generated. | |
| 2. Students give priority to evidence in responding to questions | 1 | No explanation is given about the method for data collection and analysis |
| 2 | Data-collection and analysis method is reviewed | |
| 3 | Data-collection and analysis method is explained | |
| 4 | Data-collection and analysis method is discussed for its validity | |
| 5 | Data-collection and analysis method is discussed for its validity. Alternative methods are discussed. | |
| 3. Students formulate explanations from evidence | 1 | Explanation is simply stated |
| 2 | Explanation is rephrased or clarified | |
| 3 | Explanation is connected to evidence | |
| 4 | Explanation is logically formulated from evidence | |
| 5 | Explanation is logically formulated from evidence. Alternative explanations are generated and examined. | |
| 4. Students connect explanations to scientific knowledge | 1 | Scientific fact is simply stated |
| 2 | Scientific fact is rephrased or clarified | |
| 3 | Scientific fact is connected to explanations | |
| 4 | Explanations are generalized to be connected to scientific knowledge. | |
| 5 | Explanations are generalized to be connected to scientific knowledge. Further predictions are made. Other links are formed. | |
| 5. Students communicate and justifies explanations | 1 | Explanations are simply stated verbally or in written forms |
| 2 | Explanations are presented verbally or in written forms with visual aids | |
| 3 | Simple argument is formed to communicate explanations | |
| 4 | Reasonable and logical argument is formed to communicate explanations | |
| 5 | Reasonable and logical argument is formed to communicate explanations. Further extension is mentioned. |
| 1. Students engage in scientifically oriented questions | 1 | Question is simply stated |
| 2 | Question is rephrased or clarified | |
| 3 | Question is related to student experiences through a discussion | |
| 4 | Question is discussed to relate students’ prior knowledge and experiences | |
| 5 | Question is discussed to relate students’ prior knowledge and experiences. Hypotheses are generated. | |
| 2. Students give priority to evidence in responding to questions | 1 | No explanation is given about the method for data collection and analysis |
| 2 | Data-collection and analysis method is reviewed | |
| 3 | Data-collection and analysis method is explained | |
| 4 | Data-collection and analysis method is discussed for its validity | |
| 5 | Data-collection and analysis method is discussed for its validity. Alternative methods are discussed. | |
| 3. Students formulate explanations from evidence | 1 | Explanation is simply stated |
| 2 | Explanation is rephrased or clarified | |
| 3 | Explanation is connected to evidence | |
| 4 | Explanation is logically formulated from evidence | |
| 5 | Explanation is logically formulated from evidence. Alternative explanations are generated and examined. | |
| 4. Students connect explanations to scientific knowledge | 1 | Scientific fact is simply stated |
| 2 | Scientific fact is rephrased or clarified | |
| 3 | Scientific fact is connected to explanations | |
| 4 | Explanations are generalized to be connected to scientific knowledge. | |
| 5 | Explanations are generalized to be connected to scientific knowledge. Further predictions are made. Other links are formed. | |
| 5. Students communicate and justifies explanations | 1 | Explanations are simply stated verbally or in written forms |
| 2 | Explanations are presented verbally or in written forms with visual aids | |
| 3 | Simple argument is formed to communicate explanations | |
| 4 | Reasonable and logical argument is formed to communicate explanations | |
| 5 | Reasonable and logical argument is formed to communicate explanations. Further extension is mentioned. |
Note: A scientific fact = a verbal or mathematical expression of a scientific concept. Scientific knowledge = a cognitive construction of a scientific concept.
Sharing content requires targeting cookies to be enabled. Please update your cookie preferences to use this feature.