As you go through this STEM Research Course, the tasks that you accomplish will refer to applicable parts of the following rubric that has been used by judges when judging STEM Fair competitions. As you develop your own research project for entry in a STEM Fair competition, you should make sure that your project meets the expectations for the rubric for your specific competition or fair. In this course, the example rubric comes from Weber School District and is used in their regional fair.

Example STEM FAIR Rubric

Asking Questions and/or Defining Problems Research question, problem, or phenomena is identified, testable, focused and clearly written. _____/4 The problem, question or phenomena identification demonstrates original thought/innovation. _____/3 Additional questions are generated during or after the investigation. _____/3	10 pts
Developing and Using Models to Demonstrate Understanding For Science: Uses models (pictures, physical scale models, diagrams representing forces, descriptions) to demonstrate phenomena. The model helps to explain the phenomena. _____/10 OR For Engineering: Science understanding is communicated through a physical, mental, analogy, graphical/mathematical modeling process to explain conceptual understanding. The models help to “Explain the science” _____/10	10 pts
Planning and Carrying out Investigations Hypothesis or predictions are justified with an explanation based on past knowledge or research. _____/5 Procedure can be easily repeated by someone else and achieve similar results. _____/5 The investigation is repeated enough times and/or the sample size is large enough to collect accurate data. _____/5 Variables are clearly defined and the outcomes are measureable. (variables could include independent, dependent, controlled, constants. _____/5	20 pts
Analyzing and Interpreting Data Data is presented in a summative form that reveals patterns and relationships. _____/5 The data presented is relevant to the investigation. _____/5 There is sufficient data to support conclusions or to support a valid claim_____/5 The data was analyzed and interpreted correctly. _____/5	20 pts
Using Mathematical and Computational Thinking Mathematical tools (averages, correlation coefficients, slope, line of fit, % difference, standard deviation) are used to interpret data. _____/10	10 pts
Constructing Explanations and Designing Solutions For Science: Conclusion relates back to the original question, claim or phenomena. ____/3 Provided explanations show why and or how their data supports or justifies the conclusion. _____/3 Student can develop their own explanation of why the phenomena occurs. _____/4 OR For Engineering: The design solution fits the original need or intent. _____/5 Student provides an explanation as to why their design solution best fits their problem. (or something) _____/5	10 pts
Engaging in Argument from Evidence Student is able to answer questions in support of their conclusion based on evidence. (data) _____/5 Connections to the real world, or similar phenomena are identified. _____/5	10 pts
Obtaining, evaluating and communication information Information regarding the science behind the phenomenon or problem is obtained from outside sources such as internet, science magazines, experts etc. _____/2 Project board and/or abstract includes all the necessary information to adequately present the entire project. _____/2 Students are able to communicate clearly the steps they used in their investigation. _____/2 Students communicate in a way that is understandable to the listener which includes speaking clearly, loudly, making eye contact, and covering all pertinent information. _____/2 Project board is easy to read, font is large enough, follows a start to finish flow, no handwriting. _____/2	10 pts

Total Point _______ / 100