Table 4.

Rubric for Talking Drawings

	Developing	Competent	Exemplary
Content Objectives	Student work shows little or no evidence of understanding academic benchmarks associated with the module. □ Use observations. □ Use tools. □ Classify/Sort □ Monitor change.	Student work shows evidence of understanding academic benchmarks associated with the module. □ Use observations. □ Use tools. □ Classify/Sort □ Monitor change.	Student work shows evidence of understanding that meets and exceeds academic benchmarks associated with the module.
Academic Language	Student work does not make use of academic language associated with the module.	Student work makes use of some of the academic language associated with the module.	Student work makes use of most or all of the academic language associated with the module.
Nature of Science	Student work does not demonstrate a basic understanding of the nature of science: □ Ask questions. □ Make hypothesis. □ Use tools. □ Collect data. □ Make observations. □ Explain ideas/findings.	Student work demonstrates a basic understanding of the nature of science: □ Ask questions. □ Make hypothesis. □ Use tools. □ Collect data. □ Make observations. □ Explain ideas/findings.	Student work demonstrates a sophisticated understanding of the nature of science: □ Peer review. □ Publication. □ Presentation.

Each potential set of talking drawings requires a grade-level specific rubric. This rubric was designed for a module entitled “What is a scientist?”, which resulted in the drawings in Figure 1.