Teacher tool

Project Rubrics

Five four-level rubrics that cover every project idea on The Lab. Match the badge on a project card (for example Design challenge or Data project) to the rubric below, then print.

Which rubric?

Design challenge, Build challenge, Engineering brief, Action plan	Design & Build
Data project, Investigation, Field research, Experiment, Survey, Model building	Investigation & Data
Policy brief, Case study, Research timeline, Critique	Research & Policy Brief
Poster, Model, Story map, Visualization, Campaign, Role play	Poster, Model & Visual
Any lab handout turned in as a report	Lab Report

Scoring: 4 = Exceeds, 3 = Meets, 2 = Approaching, 1 = Beginning. Total out of 16. For middle school, you can drop one criterion or score on a 3-level scale.

Design & Build Challenge

NGSS practices: Defining problems; Developing and using models; Designing solutions. Engineering standards ETS1.

Criterion	4 – Exceeds	3 – Meets	2 – Approaching	1 – Beginning
Define the problem	States precise, measurable criteria and constraints tied to a real Detroit need, and explains why each matters.	States clear criteria and constraints connected to the problem.	Criteria or constraints are vague or one is missing.	Problem, criteria, and constraints are not stated.
Develop the solution	Compares two or more alternatives using evidence and explicit trade-offs, then justifies the choice.	Chooses a design and gives some evidence for the choice.	Design is described with little justification.	No rationale, or no design.
Test and optimize	Runs repeated tests, analyzes failures, and makes an evidence-based change that measurably improves performance.	Tests the design and improves it based on results.	Tests once with minimal change afterward.	No testing or no data.
Communicate	Labeled diagrams, correct units, accurate vocabulary, and honest limitations.	Clear diagrams and mostly correct units and vocabulary.	Diagrams or units are incomplete or confusing.	Little or no communication of the design.

Name:Project:Score: ____ / 16

Investigation & Data Project

NGSS practices: Asking questions; Planning and carrying out investigations; Analyzing and interpreting data; Using mathematics and computational thinking.

Criterion	4 – Exceeds	3 – Meets	2 – Approaching	1 – Beginning
Question and plan	Testable question with a clear plan, controlled variables, and a prediction grounded in science.	Testable question and a workable plan with a prediction.	Question or plan is unclear or hard to test.	No question or plan.
Data quality	Accurate, well-organized data with units, a stated source, adequate sample size, and noted uncertainty.	Organized data with units and a source.	Data are incomplete, unlabeled, or from an unclear source.	Little or no data.
Analysis	Correct graphs and calculations, identifies patterns and outliers, and checks reasonableness.	Correct graphs and calculations that show the main pattern.	Graphs or calculations contain errors that affect conclusions.	No meaningful analysis.
Claim, evidence, reasoning	Specific claim supported by data and scientific reasoning, with limits and next steps.	Claim supported by evidence with some reasoning.	Claim is only partly supported.	No claim, or it contradicts the data.

Name:Project:Score: ____ / 16

Research & Policy Brief

NGSS practices: Obtaining, evaluating, and communicating information; Engaging in argument from evidence.

Criterion	4 – Exceeds	3 – Meets	2 – Approaching	1 – Beginning
Claim or recommendation	Clear, specific recommendation that addresses a real Detroit decision and anticipates a counterargument.	Clear recommendation tied to the Detroit issue.	Recommendation is general or loosely tied to the issue.	No clear position.
Evidence and sources	Multiple credible sources (data, agencies, research) cited, with the strongest evidence prioritized.	Several credible sources cited.	Few or weak sources, or incomplete citations.	No sources.
Science reasoning	Accurate science used to explain the cause and effect behind the recommendation, with trade-offs and stakeholders considered.	Accurate science supports the recommendation.	Science ideas are partly inaccurate or not connected.	Science is missing or incorrect.
Writing and organization	Well organized, concise, professional tone, and free of errors.	Organized and clear with few errors.	Organization or clarity needs work.	Hard to follow.

Name:Project:Score: ____ / 16

Poster, Model & Visual Communication

NGSS practices: Developing and using models; Communicating information. Includes posters, models, story maps, and campaigns.

Criterion	4 – Exceeds	3 – Meets	2 – Approaching	1 – Beginning
Scientific accuracy	All content is accurate and uses correct vocabulary and units; limits of the model are noted.	Content is accurate with minor errors.	Several errors or misconceptions.	Major inaccuracies.
Visual design	Clear, uncluttered layout; labels, scale, and color make the main idea obvious at a glance.	Clear layout with readable labels.	Cluttered or hard to read in places.	Confusing or incomplete.
Explanation	Captions and talk explain cause and effect, not just what is shown, and answer audience questions.	Explains the main idea.	Mostly lists facts.	No explanation.
Detroit connection and purpose	Connects the science to a specific Detroit place, system, or decision and states why it matters.	Connects to Detroit in a relevant way.	Connection is vague.	No connection.

Name:Project:Score: ____ / 16

Lab Report

NGSS practices: Planning and carrying out investigations; Analyzing data; Constructing explanations. Use with any lab handout.

Criterion	4 – Exceeds	3 – Meets	2 – Approaching	1 – Beginning
Purpose and prediction	States the purpose, makes a specific prediction, and links it to prior science knowledge.	States the purpose and a prediction.	Purpose or prediction is vague.	Missing.
Procedure and data	Procedure followed precisely; data complete, organized, and labeled with units.	Procedure followed; data complete with units.	Data incomplete or units missing.	Little or no data.
Analysis	Correct calculations and graphs; answers every analysis question with evidence.	Mostly correct calculations; answers most questions with evidence.	Errors in calculations or thin answers.	Analysis missing.
Conclusion and error analysis	Evidence-based conclusion that addresses the purpose, names specific error sources, and proposes improvements.	Conclusion addresses the purpose and names some error sources.	Conclusion is general or unsupported.	No conclusion.

Name:Lab:Score: ____ / 16