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STEM challenge rubric: grades K–2, 3–5 and 6–8

This STEM challenge rubric scores a short design challenge, like a tallest tower, an egg drop or a bridge from paper: planning before building, teamwork, testing and improving, and reflecting on what worked. It scores the process as much as the result, so a team whose tower fell can still do well. Grades 3–5 and 6–8 use four levels with points; K–2 uses three levels 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.

STEM challenge rubric, grades K–2

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

STEM challenge rubric (Grades K–2)Name ____________________ Date ________
CriteriaWow!YesNot yet
We planWe draw a plan and use it to build.We draw a plan.We start building with no plan.
We shareEveryone has a job and a turn, and we use kind words.We take turns most of the time.One person does most of the building.
We testWe test, fix something and test again.We test our build once.We do not test our build.
We tellI tell what worked and one thing I would change.I tell what worked.I am not sure what worked yet.
Open in the maker
  • I can draw a plan before we build.
  • I can share jobs and take turns.
  • I can test our build and try again.
  • I can tell what worked and what I would change.

STEM challenge rubric, grades 3–5

4 levels, 4 criteria, 20 points in all.

STEM challenge rubric (Grades 3–5)Name ____________________ Date ________ Total ____ / 20
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
PlanA labeled sketch that meets every rule, with materials counted out before building.A labeled sketch that meets the rules.A sketch with few labels, or it breaks a rule.No plan is shown./ 4
Teamworkcounts ×2Every member has a role, ideas from each person are tried, and problems are solved calmly.Work is shared and the team listens to each other.One or two people do most of the work or talking.The team does not work together./ 8
Test and improveTested two or more times, with a clear change after each test.Tested and improved once.Tested, but nothing changed.The build was not tested./ 4
ReflectionExplains what worked, what failed and the reason, and names a change for next time.Explains what worked and what failed.Says whether it worked, without reasons.No reflection./ 4
Open in the maker
  • I can sketch and label a plan that meets the challenge rules.
  • I can share the work and listen to my team's ideas.
  • I can test our build and use what happened to improve it.
  • I can explain what worked, what failed and why.

STEM challenge rubric, grades 6–8

4 levels, 5 criteria, 24 points in all.

STEM challenge rubric (Grades 6–8)Name ____________________ Date ________ Total ____ / 24
CriteriaExceeds4 pointsMeets3 pointsApproaching2 pointsBeginning1 pointScore
Define and planRestates criteria and constraints, compares two possible designs, and picks one with a reason.Restates the criteria and sketches a labeled plan.Plan misses a criterion or constraint.No plan is shown./ 4
Collaborationcounts ×2Takes a clear role, builds on others' ideas, and helps the team settle disagreements fairly.Takes a role and contributes ideas.Contributes only when asked.Does not contribute, or works against the team./ 8
IterationTests are measured and recorded, and each revision targets a specific failure.Tested with results recorded and at least one revision.Tested but revisions are guesses.Not tested or revised./ 4
ResultsFinal design meets every criterion, with measurements to show it.Final design meets most criteria.Final design meets few criteria.Final design is unfinished./ 4
ReflectionExplains results using science ideas such as balance, force or load, and proposes a tested next step.Explains results with a reason for each.Describes results without reasons.No reflection./ 4
Open in the maker
  • I can restate the criteria and constraints and plan a design that meets them.
  • I can take a role, contribute ideas and help the team decide.
  • I can test, measure and revise the design based on results.
  • I can measure how well the final design meets the criteria.
  • I can explain the science behind what worked and what failed.

When to use it

  • Any one- or two-period build: a paper tower, a cup stack, a bridge of craft sticks, a marble run.
  • STEM bins or a makerspace rotation, with one copy per team.
  • As a reflection sheet at the end, with each student scoring their own team.

What to say to students

  • Sketch first. Builders who plan for five minutes usually build faster.
  • Everyone on the team gets a job and a turn to build.
  • Test early. A fall tells you what to fix.
  • At the end, be ready to say one thing you would change next time.

Related

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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.