Science fair project rubric: grades K–2, 3–5 and 6–8
This science fair project rubric scores the question, the plan for the test, the data, the conclusion, the display board and the talk to the judges. Grades 3–5 and 6–8 use four levels with points, with the data counting twice; K–2 uses three levels in plain words, with no points. Print it for judges, copy it into Google Docs, or open it in the rubric maker to change any cell.
Grades K–2
3 levels, 5 criteria, no points (a switch in the maker adds them).
| Criteria | Wow! | Yes | Not yet |
|---|---|---|---|
| My question | I ask a question I can test and I tell what I think will happen. | I ask a question I can test. | My question cannot be tested yet. |
| My test | I test more than once and write or draw what I see each time. | I do my test and write or draw what I see. | I did not finish my test. |
| What I found | I tell what I found and if it matched my guess. | I tell what I found out. | I am not sure what I found out. |
| My board | My board shows my question, test and answer, with pictures and labels. | My board shows my question and my answer. | My board is missing big parts. |
| Talking to judges | I tell about my project and answer the judges' questions. | I tell the judges about my project. | I need help to tell about my project. |
- I can ask a question I can test.
- I can do a test and write down what I see.
- I can tell what I found out.
- I can make a board that shows my steps.
- I can tell the judges about my project.
Grades 3–5
4 levels, 5 criteria, 24 points in all.
| Criteria | Exceeds4 points | Meets3 points | Approaching2 points | Beginning1 point | Score |
|---|---|---|---|---|---|
| Question and prediction | Asks a clear, testable question and makes a prediction with a reason from what is already known. | Asks a testable question and makes a prediction. | The question is hard to test, or there is no prediction. | No question, or it cannot be tested. | / 4 |
| Fair test | Changes one thing, keeps the rest the same, repeats the test at least three times, and follows the safety steps. | Changes one thing, keeps most things the same, and follows the safety steps. | Changes more than one thing, or the steps are unclear. | No clear plan for the test. | / 4 |
| Datacounts ×2 | Records every result in a neat table with units and shows it in a correct, labeled graph. | Records results in a table and a graph with a few small errors. | Results are recorded, but the table or graph is incomplete. | Few or no results recorded. | / 8 |
| Conclusion | Says whether the prediction was right, uses the data as proof, and suggests a next test. | Says whether the prediction was right and uses the data. | Gives a conclusion that does not match the data. | No conclusion. | / 4 |
| Board and talk | The board is neat and in order, and the talk explains each step and answers questions well. | The board shows every step, and the talk explains the project. | The board is missing a step, or the talk is hard to follow. | The board is unfinished, and the project cannot be explained. | / 4 |
- I can ask a testable question and make a prediction.
- I can plan a fair test that changes only one thing.
- I can record my results in a table and a graph.
- I can explain what my results mean.
- I can make a clear board and explain my project to judges.
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, testable question and an if-then hypothesis with a reason from background research that is cited. | A testable question and an if-then hypothesis with a reason. | The question is broad, or the hypothesis has no reason. | No testable question or hypothesis. | / 4 |
| Variables and procedure | Names the independent, dependent and controlled variables, uses a control group, runs enough trials, and lists safety steps. | Names the variables, controls most of them, runs several trials, and follows the safety steps. | Variables are unclear or poorly controlled; too few trials. | No variables named; steps cannot be repeated. | / 4 |
| Data analysiscounts ×2 | Data is in clear tables with units, the right kind of graph is chosen, and averages and patterns are described accurately. | Data is in tables and graphs with units, and the main pattern is described. | Tables or graphs have errors, or patterns are not described. | Data is missing or disorganized. | / 8 |
| Conclusion and error | Supports or rejects the hypothesis with specific data, names sources of error and how to fix them, and suggests further research. | Supports or rejects the hypothesis with data and names a source of error. | The conclusion is general or only partly supported by the data. | The conclusion is missing or ignores the data. | / 4 |
| Board and interview | A clear, well-organized board with cited sources, and a confident talk that answers questions using the data. | An organized board, and a talk that explains each step and answers most questions. | The board is crowded or missing parts; the talk relies on reading. | The board is unfinished, and questions cannot be answered. | / 4 |
- I can write a testable question and a hypothesis based on research.
- I can control variables and write steps someone else could repeat.
- I can organize my data and describe the patterns in it.
- I can draw a conclusion from evidence and name sources of error.
- I can present my project clearly and answer judges' questions with evidence.
When to use it
- Your school or class science fair, as the judges' score sheet.
- Send it home when the project is assigned, so families see what judges look for.
- A practice run the week before the fair, with classmates as judges.
What to say to students
- Pick a question you can answer with a test, not with a book.
- Change only one thing in your test and keep everything else the same.
- Write down what you see every time, even when it surprises you.
- Follow the safety steps the teacher gave, and get an adult's help when the plan says so.
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.