Science Teaching and Learning Portrayals of Professional Practices (STLP3) Scoring Rubric
Name: __________________________ Date:_____________
Prompt: "Draw yourself teaching science"___ or "Draw your students learning science"___
Experience excitement, interest and motivation to learn about phenomena in the natural and physical world [affective] (Goal 1)1
| Score | Description |
| 4 | Smiling figures with specific indicators such as the use of descriptive words "fun" or other exclamations of excitement, interest and motivation |
| 3 | Smiling figures, but no specific indicators of excitement, interest and motivation |
| 2 | Figures with facial expressions but ambiguous in regards to excitement, motivation, and interest |
| 1 | Negative facial expressions or comments suggesting lack of interest or motivation |
| 0 | No evidence (facial expression or comments) of excitement, interest, or motivation in the drawing |
| Score | Description |
| 4 | Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (4 or more present) |
| 3 | Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (3 present) |
| 2 | Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (2 present) |
| 1 | Evidence in thought bubbles, comments, or models of concepts, explanations, arguments, models, or facts (1 present) |
| 0 | No evidence of concepts, explanations, arguments, models, or facts present |
Manipulate, test, explore, predict, question, observe and make sense of the natural and physical world [implementation](Goal 3)
| Score | Description |
| 4 | Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (4 or more present) |
| 3 | Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (3 present) |
| 2 | Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (2 present) |
| 1 | Evidence in thought bubbles, comments, or activities of manipulating, testing, exploring, predicting, questioning, observing, or sense-making (1 present) |
| 0 | No evidence of manipulating, testing, exploring, predicting, questioning, observing, or sense-making |
Participate in scientific activities and learning practices with others, using scientific language and tools [social] (Goal 5)2
| Score | Description |
| 4 | Evidence of learning with others, using scientific language and using scientific tools. 2 or more present) |
| 3 | Evidence of learning with others, using scientific language and using scientific tools. (1 present) |
| 2 | Ambiguous connection to science |
| 1 | Students not participating in a science activity or practice |
| 0 | No evidence of learning with others, using scientific language, or using scientific tools |
1These goals come from National Research Council (2009). Learning Science in Informal Environments: People, Places, and Pursuits. P. Bell, B. Lewenstein, & A. Schouse (Eds.). Washington, DC.
2Goals 4 and 6 are not included in this scoring rubric, since they are not easily illustrated nor analyzed using drawings.
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