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Limnology Lab Report RubricLab Report # Authors' name:CONTENTTitle PageTitle, course, instructor, semesterIntroduction:Explanation of topicPurpose / Problem / Goal /Objective StatementMethods:Describe how the study wasconducted; written in the past tenseResults:Presentation of your data, written inpast plary4.5Missing more than two ofthe following (course,instructor, semester), orthe title, or the name;Title is lacking alltogetherMissing two of thefollowing (course,instructor, semester),except title or name;Title is insufficient bynot being informative ofthe report contentMissing one of thefollowing (course,instructor, semester)except title or name; Titleis too long and providestoo much information thatis not concise orindicative of the topicContains title, name, date,course, instructor,semester; Title is a clearand concise statement thatindicated the topic thatyour are writing onNo introduction isprovidedGives very littleinformation; Consists ofonly 1 or 2 sentencesGives too muchinformation, more like asummary. Length more 5 sentencesPresents a concise lead-into the report byexplaining what the topicof the report is; definesany broad topic / titletopic terms that providesthe reader with abackground of the report;Length should be limitedto 3-5 sentencesNo statement is providedAddresses an issuewhich is unrelated toresearch. Statementlocated as a separatesection just afterintroductionAddresses an issuesomewhat related toresearch. Located as aseparate section just afterintroductionAddresses a real issuedirectly related toresearch findings.Located as a separatesection just afterintroductionNot sequential, most stepsare missing or areconfusing.Some of the steps areunderstandable; mostare confusing and lackdetail. Written as a listof instructionsMost of the steps areunderstandable; somelack detail or areconfusing. Lackedmodifications or did notrefer to originalprocedure.Presents easy-to-followmethods for different partof the laboratory whichare logical and adequatelydetailed; entire procedurenot normally written out,but refer to handout orsource, unless somemodification to theprocedure was made, inwhich the changes shouldbe describedNo results are reportedBoth incomplete, minorinaccuracies and/orillegible characters.Results not reported inthe same order as themethods were written;details of report findingwritten first, majorfindings second;Reference to a table or afigure, was simplereinstatement of data inthe figure or table;Both accurate, some illformed characters;Results may or may notbe reported in the sameorder as the methods werewritten; mixing of majorfindings and details foreach categories;Reference to a table or afigure, was simplereinstatement of data inthe figure or table;Condense and clear reportof the data and answeringof questions. Results arereported in the same orderas the methods werewritten; major findingswritten first for eachcategory, followed moredetailed information;When referring to a tableor a figure, write aboutthe pattern of the data viaranges and averagevalues;1 of 5Score

Discussion:Your interpretation of the resultsSignificance of the results andsources of errorReferences:See following pages for examplesFigures:Have a horizontal (bottom) andvertical (left) axis;Figure legend listed below thefigure; symbols and units present inaxes labels; see following pages forexamplesTables:Table legend (i.e. title) locatedabove the table itself and should beself explanatory of the informationcontained in the table. Has 5 mainpoints: 1) the number and title; 2)the vertical heading(s) (column)called boxhead; 3) the horizontalheadings (row headings) called thestub; 4) the fields that have the data;5) 3 horizontal lines across the tablewith 1 placed below table legend(title), 1 below the boxhead; and 1atthe bottom of the table; See exampleACCURACYUnits/Data Manipulation:ORGANIZATION ANDWRITING STYLEOrganization:Title page, Introduction, Statementof Problem, Methods, Results,Discussion, References, Tables,FiguresGrammar & SpellingPresents a logicalexplanation for findingsand addresses most of thequestions; explanation ofany sources of error.Consists of severalparagraphs of several to afew sentences perparagraphPresents an illogicalexplanation for findingsand does not address anyof the questions suggestedin the handout.Presents an illogicalexplanation for findingsand addresses fewquestions.Presents a logicalexplanation for findingsand addresses some of thequestions. Consists of aparagraph of a fewsentencesNo references listedSome references listed;or not properlyformattedAll references listed, butnot properly formatted; ornot all references listed,but were properlyformattedAll references listed andproperly formattedNo figure legend(s); Nohorizontal lines breakingthe header from the dataand or multiple verticallines presentFigure legend(s) onlyconsists of the word“Figure” plus what evernumber it is. (e.g.Figure 1) without adescription. Figurelegend(s) may be on thetop or the bottom offigureFigure legend(s) is/arepresented at the bottom ofthe figure. Figurelegend(s) include(s) thenumber (e.g. Fig. 1), butdoes not accuratelydescribe the figure; ordoes not include the fig.number; or is placedabove the figure itselfFigure legend(s)accurately describe(s) thefigure(s) and provideenough information tostand alone withoutreferring back to the text;are located below thefigure itself. Figurelegend(s) are listed belowthe figure.No table legend; Nohorizontal lines breakingthe header from the dataand or multiple verticallines presentTable legend onlyconsists of the word“Table” plus what evernumber it is. (E.g.Table 1) without anddescription. Tablelegend may be on thetop or the bottom ofTableTable legend is presentedat the top of the table.Table legend includes thenumber (e.g. Table 1), butdoes not accuratelydescribe the table; or doesnot include the tablenumber; or is placedbelow the table itselfTable legends (titles) hastable number andaccurately describes thetable and provide enoughinformation to stand alonewithout referring back tothe text; are located abovethe figure itself: Tablesare have only 3 horizontallines, 1 below the title,one below the boxhead,and one below the lastdata ry1.5Units are rarely used orare generally incorrect.Dimensional analysis notused. Math not shown.Figures display dataincorrectly.Units used only in somekey parts of reportCalculations containsome errors indimensional analysis ormath. Figures correct.No labels or legendUnsatisfactory0Borderline1.25More than 2 categoriesmissing or out ofsequence.Very frequent grammarand/or spelling errors.Not more than 2categories missing orout of sequence.More than two errors.Units generally usedcorrectly in most ofreport. Calculationscontain few errors indimensional analysis ormath. Figures correct,variables unlabeled.Units are used correctlyand consistentlythroughout the report.Calculations clearly laidout. Dimensionalanalysis/Math correct.Figures display datacorrectly, all variableslabeled.Satisfactory2.5Exemplary4Not more than onecategory missing or out ofsequence.Proper order/sequence aslistedOnly one or two errors.All grammar and spellingare correct.Total (out of 50)2 of 5ScoreScore

WHAT IS A RUBRIC?Scientific Report Rubric Rubric — a set of guidelines for assessment which states the characteristicsand/or dimensions being assessed with clear performance criteria and a rating scale.A scoring rubric consists of: a fixed scale, a list of characteristics describing performance for each of thepoints on a scale, and clear performance targets for studentsHow to Design a Rubric 1) Choose a product or demonstration based on a specific outcome(s) that you wishto assess, then describe a superior performance / demonstration. 2) Describe a limitedperformance/demonstration. 3) Describe different levels of performance expectations between the above twolevels. 4) Encourage student input into the performance standards. 5) Provide exemplars to ensure studentsunderstand the standards.Creating Effective Rubrics Outcomes participants will: 1) Knowledge: demonstrate an understanding of theneed for a wide variety of assessment and evaluation tools and effective scoring sheets (rubrics). 2) Skills:become more skilled in developing clear criteria that will form the basis for appropriate assessment tools andscoring sheets; reflect on the ideas provided and determine how they could be implemented in the school. 3)Values: identify that the main purpose of assessment and evaluation is to provide information for teachers andstudents to improve learning; acknowledge students as partners in the assessment process; recognize that beinga reflective and collaborative practitioner helps one to continue to improve one's assessment and evaluationpractices.CITATIONS AND REFERENCES:INTEXT CITATIONS:When there is more than one citation for a particular statement, list them (1) chronologically, beginning with theoldest (with “in press” and “unpublished” sources at the end), and then (2) alphabetically within years (withcitations containing “and” and “et al.” in alphabetical order):(Roberts 1985; Johnson 1987; Berger, in press)(Eldridge 1989; Smith 1992; Smith and Thomas 1992)Exception: Group publications by the same author or authors together, even if this violates the rule aboutchronological listing:(Roberts 1992, 1997; Smith 1996)REFERENCE LISTS:References should be listed (1) alphabetically by authors’ last names (ignoring the word “and”) and then (2)chronologically, with items that are in press coming last.Smith, R. C. 1992. Spawning patterns in. . . .Smith, R. C., J. B. Oldham, and W. F. Stone. 1998. Determinants of. . . .Smith, R. C., and H. Thompson. 1995. Observations on. . . .Smith, R. C., and H. Thompson. 1997. Additional observations on. . . .Journals:Hochachka, P. W. 1990. Scope for survival: a conceptual “mirror” to Fry’s scope for activity. Transactions of the American FisheriesSociety 119:622-628.Kennedy, V. S. 1990. Anticipated effects of climate change on estuarine and coastal fisheries. Fisheries 15(6):16-24.Books:Brönmark, C., and L.-A. Hansson. 1998. The biology of lakes and ponds. Oxford University Press, New York.Murphy, B. R., and D. W. Willis, editors. 1996. Fisheries techniques, 2nd edition. AmericanFisheries Society, Bethesda, Maryland.G. E. Hutchinson. 1975. A treatise on limnology, volume 1, part 1. Geography and physics oflakes. Wiley, New York.3 of 5

Reports:USEPA (U.S. Environmental Protection Agency). 1986. Quality criteria for water. USEPA, Report 440/5-86-001, Washington, D.C.May, B., and R. Zubik. 1985. Quantitative. . . . Annual Report to the Bonneville Power Administration, Project 83-465, Portland,Oregon.Magazines and Newspapers:Tucker, J. W., Jr. 1985. Sheepshead. . . . Tropical Fish Hobbyist (January):64-65, 68.Larsen, R. 1986. Forestry and fisheries. The Seattle Times (February 9):A21, 27.Saving the ocean. 2003. The Washington Post (May 21):A30.Theses and Dissertations:Chitwood, J. B. 1976. The effects of threadfin shad as a forage species for largemouth bass incombination with bluegill, redear, andother forage species. Master’s thesis. Auburn University, Auburn, Alabama.Hartman, K. J. 1993. Striped bass, bluefish, and weakfish in the Chesapeake Bay: energetics, trophic linkages, and bioenergeticsmodel applications. Doctoral dissertation. University of Maryland, College Park.Web Sites:Baldwin, N. A., R. W. Saalfield, M. R. Dochoda, H. J. Buettner, and R. L. Eschenroder. 2000. Commercial fish production in theGreat Lakes, 1867-1996. Great Lakes Fishery Commission. Available: tember2000). (Note: The date in parentheses indicates when the site was accessed.)Software:SPSS. 1993. SPSS for Windows, release 6.0. SPSS, Chicago.4 of 5

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Limnology Lab Report Rubric Lab Report #_Authors' name:_ CONTENT Unsatisfactory 0 Borderline 1.5 Satisfactory 3 Exemplary 4.5 Score Title Page Title, course, instructor, semester Missing more than two of the following (course, instructor, semester), or the title, or the name; Title is lacking all together