Lab report rubric: grades K–2, 3–5 and 6–8
This lab report rubric scores the question and hypothesis, the materials and procedure, the data, the analysis and the conclusion. Grades 3–5 and 6–8 use four levels with points, with the conclusion counting twice; K–2 is a simple sheet about what I asked, what I did and what I saw, in three levels with no points. Print it, copy it into Google Docs, or open it in the rubric maker to change any cell.
Grades K–2
3 levels, 4 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| What I asked | I wrote my question and a guess about what would happen. | I wrote my question. | I did not write a question yet. |
| What I did | I wrote or drew all my steps in order. | I wrote or drew some of my steps. | I did not show what I did. |
| What I saw | I showed what I saw with a picture and words. | I showed what I saw with a picture or words. | I did not show what I saw. |
| What I learned | I told what I found out and if my guess was right. | I told what I found out. | I did not tell what I found out. |
- I can write the question I wanted to answer.
- I can tell the steps I did in order.
- I can show what I saw with words or a picture.
- I can tell what I found out.
Grades 3–5
4 levels, 4 criteria, 20 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Question and hypothesis | A clear, testable question and a hypothesis that gives a reason based on what I already know. | A testable question and a hypothesis that makes a prediction. | The question is unclear or not testable, or the hypothesis is missing. | No question or hypothesis is written. | / 4 |
| Materials and procedure | A full materials list and numbered steps clear enough for a classmate to repeat the test exactly. | Materials listed and steps in order, with only small gaps. | Some materials or steps are missing, so the test is hard to repeat. | Materials and steps are missing or cannot be followed. | / 4 |
| Data | Results are in a labeled table and a graph, with units, and match what happened. | Results are in a labeled table or graph with units. | Results are recorded but are messy, unlabeled or missing units. | Results are missing or cannot be read. | / 4 |
| Conclusioncounts ×2 | Answers the question using numbers from the data, says if the hypothesis was supported, and names one thing to change next time. | Answers the question, uses the data, and says if the hypothesis was supported. | Gives a conclusion that does not use the data or skips the hypothesis. | No conclusion, or it does not match the results. | / 8 |
- I can write a testable question and a hypothesis with a reason.
- I can list my materials and number my steps so someone could repeat them.
- I can record my results in a neat table or graph with labels.
- I can explain what my data shows and whether my hypothesis was supported.
Grades 6–8
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Question and hypothesis | A focused question and an if-then hypothesis that names the independent and dependent variables and gives a science-based reason. | A testable question and an if-then hypothesis that names the variables. | The hypothesis is vague or leaves out the variables. | No testable question or hypothesis. | / 4 |
| Procedure and controls | Numbered, repeatable steps; controlled variables listed; several trials; safety steps included. | Repeatable steps with controlled variables named and more than one trial. | Steps are partly unclear, or controls and trials are missing. | The procedure cannot be followed or repeated. | / 4 |
| Data | Labeled tables with units and averages, plus the right type of graph with a title, axes and a key. | Labeled tables with units and a fitting, labeled graph. | Tables or graphs are missing labels or units, or the graph type does not fit. | Data is missing, unorganized or unreadable. | / 4 |
| Analysis | Describes the trend with numbers, compares trials, and explains specific sources of error and how they affect the results. | Describes the main pattern with numbers and names at least one source of error. | Describes the data in general terms with no numbers or error. | No analysis of the data. | / 4 |
| Conclusioncounts ×2 | States whether the data supports the hypothesis, cites key results, links to a science idea, and proposes a next experiment. | States whether the data supports the hypothesis and cites results. | The conclusion is general, or not tied to the data. | No conclusion, or it contradicts the data. | / 8 |
- I can write a testable question and a hypothesis that names the variables.
- I can write a repeatable procedure that controls variables and runs trials.
- I can present data in tables and graphs that fit the type of data.
- I can describe patterns in my data and explain sources of error.
- I can draw a conclusion from evidence and suggest a next experiment.
When to use it
- After any hands-on experiment, when students write up what they did and found.
- Hand it out before the lab so students know which parts the report needs.
- As a self-check: students tick each row before they turn the report in.
What to say to students
- Write your steps so a classmate could do the same test and get the same kind of result.
- Record what you actually saw, even if it is not what you guessed.
- Your conclusion answers your question and says whether your hypothesis was right.
Related
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.