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Invention project rubric: grades K–2, 3–5 and 6–8

This invention project rubric scores the problem a student chose, the design plan, the model or prototype, how it was tested and improved, and how the student explains it. Grades 3–5 and 6–8 use four levels with points, with the problem and solution counting twice; K–2 uses three levels in plain words a young child can follow, with no points. Print it, or open it in the rubric maker to change any cell.

Written for Peabody Teach. Checked . Free to print, copy and change.

Invention project rubric, grades K–2

3 levels, 4 criteria, no points (a switch in the maker adds them).

Invention project rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
The problemI tell the problem and who it bothers.I tell the problem.I am not sure what problem it fixes yet.
My drawingMy drawing shows my idea with three or more labels.My drawing shows my idea with a label or two.My drawing has no labels yet.
My modelMy model shows how it works, and I can show you.My model shows what it looks like.My model is not finished yet.
I tell about itI tell what it is, how it works and who it helps.I tell what it is and how it helps.I need help to tell about it.
Open in the maker
  • I can tell the problem my invention fixes.
  • I can draw my invention and label the parts.
  • I can build a model of my invention.
  • I can tell how my invention helps.

Invention project rubric, grades 3–5

4 levels, 5 criteria, 24 points in all.

Invention project rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Problem and solutioncounts ×2Describes a real problem, who has it, and exactly how the invention solves it.Describes a real problem and how the invention solves it.The problem is vague, or the solution only partly fits.No clear problem or solution./ 8
Design planA labeled drawing, a materials list and numbered build steps, updated as the design changed.A labeled drawing and a materials list.A drawing with few labels, or no materials list.No plan is shown./ 4
Model or prototypeA sturdy model that works, or clearly shows how each part would work.A model that shows how the invention works.A model that shows the look but not how it works.No model, or it does not match the plan./ 4
TestingTested more than once, results written down, and a change made because of a test.Tested and results written down.Tested, but results were not recorded.The invention was not tested./ 4
ExplanationExplains the problem, how it works and what was changed, and answers questions.Explains the problem and how it works.Explanation is partial or hard to follow.Cannot explain the invention./ 4
Open in the maker
  • I can describe a real problem and how my invention solves it.
  • I can draw a labeled plan with materials and steps.
  • I can build a model that shows how my invention works.
  • I can test my invention and make it better.
  • I can explain my invention clearly to others.

Invention project rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

Invention project rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Problem and researchcounts ×2Defines the problem and the user, and compares two or more existing solutions to show what is new.Defines the problem and the user and notes an existing solution.Problem is broad or the research is thin.No defined problem or research./ 8
Design criteriaMeasurable criteria and constraints, a labeled scale drawing, and reasons for each design choice.Clear criteria, a labeled drawing and a materials list.Criteria are vague or the drawing is incomplete.No criteria or plan./ 4
PrototypeA working prototype that tests the key idea, built carefully and safely.A prototype that shows how the key idea works.Prototype is incomplete or does not test the key idea.No prototype./ 4
Testing and iterationRepeated tests against the criteria, data recorded, and two or more revisions explained by the data.Tested against the criteria with data recorded and one revision.Tested without clear criteria or data.Not tested or revised./ 4
CommunicationA clear pitch to a named user, backed by test data, that answers likely objections.A clear pitch with some test evidence.Pitch describes the invention but gives no evidence.No pitch or explanation./ 4
Open in the maker
  • I can define a real problem and research what already exists.
  • I can set criteria and constraints and plan to meet them.
  • I can build a prototype that tests my main design idea.
  • I can test against my criteria, record data and revise.
  • I can pitch my invention with evidence that it works.

When to use it

  • An invention convention or invention fair, at school or at home.
  • A design unit where students solve an everyday problem at school or at home.
  • As a checklist taped to the design notebook while students build.

What to say to students

  • Start with a problem you have seen, not with a cool gadget.
  • Draw your idea and label every part before you build.
  • Test it. If it breaks, that is information, not failure.
  • Be ready to tell us who your invention helps and how.

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The criteria are generic and written for this site, with no standards codes, so they fit any curriculum. Open one in the maker to change a word, add a row or switch to a single-point rubric; what you change stays in your browser.