Rubric Component Exemplary Basic Nonperformance General Exemplary work will not Basic work may answer Nonperformance occurs Considerations just answer all all components of the when students are missing components of the given question, but some large portions of the given question but also answers are incorrect, assignment, or when the answer correctly, or difficult to answers simply do not completely, and interpret given the make sense and are thoughtfully. Attention to context of the question. incorrect. detail—as well as Basic work may also be answers that are logical missing components of a and make sense—is an given question. important piece of this. 10 pts 9–10 points: 5–8 points: 0–4 points: Survey Design Student actively Student participated in Student did not participate participated in discussion and in discussions or discussion and formulation of the plan. formulations of the plan. formulation of the plan. The survey plan is AND/OR The survey plan is reasonable but may not Is missing various reasonable and be the most effective components of a effective design for the design or account for reasonable survey design. area and accounts for potential obstacles. potential obstacles. Is missing several critical The survey map map components The survey map illustrates most of the effectively illustrates the design components. design components. 10 pts 9–10 points: 5–8 points: 0–4 points: Field Book and Field book contains Field book contains Field book contains some Equipment List well-organized, concise mostly organized notes notes, but may not be notes on the setup, field on the setup, field organized or is missing survey, and results. survey, and results. May several components. be missing 1 or 2 parts. Metadata is well kept Metadata is missing and includes all Metadata is kept and several critical appropriate includes most critical components. components. measures. An equipment list was not An equipment list was An equipment list was kept or utilized. kept and utilized. kept but may not be well utilized.
Rubric Component Exemplary Basic Nonperformance General Considerations Exemplary work will not just answer all components of the given question but also answer correctly, completely, and thoughtfully. Attention to detail—as well as answers that are logical and make sense—is an important piece of this. Basic work may answer all components of the given question, but some answers are incorrect, or difficult to interpret given the context of the question. Basic work may also be missing components of a given question. Nonperformance occurs when students are missing large portions of the assignment, or when the answers simply do not make sense and are incorrect. 10 pts Survey Design 9–10 points: Student actively participated in discussion and formulation of the plan. The survey plan is reasonable and effective design for the area and accounts for potential obstacles. The survey map effectively illustrates the design components. 5–8 points: Student participated in discussion and formulation of the plan. The survey plan is reasonable but may not be the most effective design or account for potential obstacles. The survey map illustrates most of the design components. 0–4 points: Student did not participate in discussions or formulations of the plan. AND/OR Is missing various components of a reasonable survey design. Is missing several critical map components 10 pts Field Book and Equipment List 9–10 points: Field book contains well-organized, concise notes on the setup, field survey, and results. Metadata is well kept and includes all appropriate components. An equipment list was kept and utilized. 5–8 points: Field book contains mostly organized notes on the setup, field survey, and results. May be missing 1 or 2 parts. Metadata is kept and includes most critical measures. An equipment list was kept but may not be well utilized. 0–4 points: Field book contains some notes, but may not be organized or is missing several components. Metadata is missing several critical components. An equipment list was not kept or utilized.
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