Students’ Score

Criteria

Exemplary

Good

Needs Improvement

Identifying problem and main objective

(4 – 5)

(2 – 3)

(0 – 1)

5

Initial questions

Questions are probing and help clarify facts, concepts, and relation-ships in regard to problem.  Follow-up questions are gleaned from appropriate sources.

All questions may not be relevant.  May have some difficulty formulating questions to move toward better understanding of the problem.

Few or not questions formulated.  Expects others to define the questions. Does not seem to understand the central problem.

5

Understanding the problem

Clearly defines the problem and outlines necessary objectives in an efficient manner.

Problem statement has some ambiguity or misses some important issues.

Problem is defined incorrectly or too narrowly.  Key infor-mation is missing or incorrect.

4

Seeking information

Identifies several sources of information and individuals for support.

Relies on a few sources only.  Does not gather extensive information.

Not clear as to what is needed.  Waits to be told.  Does not seek information sources.

Applying previous knowledge

4

Integration of knowledge

Effectively applies previous knowledge to current problem.  Integrates with new information to assist problem solving process.

Applies limited amount of prior knowledge to current problem.  Does not consistently use information effectively.

Unable to make connection to previous knowledge.  Unwilling to review summaries of prior knowledge for useful information.

4

Sharing previous knowledge

Team members all work together to gain knowledge and apply and synthesize information.  All listen respectfully to the opinions of others.

Some exchange of in-formation and discus-sion occurs, but team members do not work consistently to address each one’s needs or understanding.

Each team member must teach him/her self.  No sharing of knowledge among team.

Identifying information

4

Use of information

Consistently gathers a broad spectrum of resources and information and integrates it with prior knowledge and problem-solving strategies.

Information gathered may not be extensive, or may have occasional difficulty using information effectively in problem solving.

Fails to gather information, or obtains it from limited or inappropriate sources.  Can’t make connection between information gathered and the problem.

Criteria

Exemplary

Good

Needs Improvement

4

Tasks

Team takes the initi-ative to define tasks, match assignments to expertise, rotate res-ponsibilities, maintain open communication, and develop strategies to enhance group success.

All team members generally cooperate and prioritize tasks, but may not consis-tently rotate respon-sibilities or work out most effective strategies for success.

Team spends time on tasks that interfere with the problem-solving process.  Team members don’t know who is respon-sible for which task.

Analyzing and interpreting results

4

Use of analytic tools

Consistently uses new procedures and tools successfully, and can describe rationale for them.  Runs appro-priate control and replicate experiments.

Uses new methods and tools, but may not always be successful. May not accurately explain rationale.  Control and replicate experiments run.

Errors made in analytical methods, but sources of error aren’t found. Appropriate control or replicate experiments not run.

4

Interpretation of data

Able to describe results and conclu-sions clearly and con-cisely.  Relates results to hypothesis and to currently accepted theory.

Draws correct conclusions from results, but may not relate them well to original hypothesis or current theory.

States conclusions without justification.  Does not consider in-ternal consistency of results.  Cannot com-pare control or replicate results.

4

Analyzing alternative interpretations and solutions

Can account for un-explained results.  Re-cognizes limitations of current hypothesis and proposes alterna-tive interpretations.

Recognizes results that don’t fit hypo-thesis but may not readily come up with alternative interpretations.

Does not recognize that results do not conform to original hypothesis.  Cannot suggest alternative interpretation.

Assessing self and others

4

Overall assessment

Clearly and concisely articulates the problem-solving process and describes how well it was applied to the current problem.

Can describe the problem-solving process, but may not critically assess how well it was applied to the current problem.

Shows little or no understanding of the problem solving process, and cannot assess how well it was applied to the current problem.