SAUDI BASIC INDUSTRIES CORPORATION (SABIC)LOCATIONSabic is loc.docx

SAUDI BASIC INDUSTRIES CORPORATION (SABIC)
LOCATION
Sabic is located in Riyadh, Saudi Arabia with its major
industrial operations in the industrial city of Al-Jubail on the
Arabian Gulf, as well as in Yanbu on the Red Sea.
ESTIMATED SIZE OF WORKFORCE
The company has operations in over 40 countries with a global
workforce of over 40,000 talented individuals.
MISSION STATEMENT
Our mission is to responsibly provide quality products and
services through innovation, learning and operational excellence
while sustaining maximum value for our stakeholders.
VISION STATEMENT
Sabic’s vision is to be the preferred world leader in chemicals.
COMPETITORS
The Olayan group that has a diversified set of operations
including manufacturing of plastic and metal products which
include plastic and metal pipes
Sadara chemical company that produces chemicals targeting the
same market space as Sabic is.
CORE BELIEFS/GUIDING PRINCIPLES/PILLARS OF
SUCCESS
With uncompromising integrity as its foundation Sabic will:
Inspire Engage, Create and Deliver.
TRAINING AND DEVELOPMENT ACTIVIES.
Sabic develops employees at all professional levels through:
on-the-job coaching where by employees are trained as they
proceed with about the required instructions, mentoring
programs where by more knowledgeable individuals help new
employees learn how to do certain tasks and formal educational

opportunities where by training and development is done in
class room mostly in universities.
Works Cited
Operations in Saudi Arabia & the Middle East. (n.d.). Retrieved
5 31, 2015, from olayan: http://www.olayan.com/Operations
Our Company. (n.d.). Retrieved 5 31, 2015, from sabic:
http://www.sabic.com/corporate/en/ourcompany/
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questions
1169 responses
Summary
Time and energy needed to create them
12340100200300400500
Question
Count
1
17
2
94
3
542
4
516
516
Not Useful at all: 1
17
1.5%
2

94
8%
3
542
46.4%
Extremely Useful: 4
516
44.1%
Accurately measures the quality of student work
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Question
Count
1
6
2
99
3
523
4
541
...
6
0.5%
2
99
8.5%
3
523
44.7%
Extremely Useful: 4
541
46.3%
The validity and reliablity of the data derived from them
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Question

Count
1
5
2
105
3
581
4
478
...
5
0.4%
2
105
9%
3
581
49.7%
Extremely Useful: 4
478
40.9%
Number of daily responses
05101520
Aug 11, 2014
questions

1169 responses
Summary
12340100200300400500
Question
Count
1
17
2
94
3
542
4
516
17
1.5%
2

94
8%
3
542
46.4%
Extremely Useful: 4
516
44.1%
12340100200300400500
Question
Count
1
6
2
99
3
523

4
541
6
0.5%
2
99
8.5%
3
523
44.7%
Extremely Useful: 4
541
46.3%
12340100200300400500
Question
Count

questions
1169 responses
Summary
12340100200300400500
Question Count
1 17
2 94
3 542
4 516
Not Useful at all: 1 17 1.5%
2 94 8%
3 542 46.4%
Extremely Useful: 4 516 44.1%
12340100200300400500
Question Count
1 6
2 99
3 523
4 541
Not Useful at all: 1 6 0.5%
2 99 8.5%
3 523 44.7%
Extremely Useful: 4 541 46.3%
12340100200300400500
Question Count
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RWR Reading Rubric
Reading
Reading multiple sources or texts
Inference
Interpretation: i.e., literal, implied, figurative language
Evaluates information and ideas
Novice • Reads information from several texts, only if
supported by directions/activities.
• Understands basic information contained in texts, with
assistance.
• Uses models for evaluation or questioning texts, with
assistance if necessary.

Apprentice • Gathers details or additional information by
reading several texts.
• Develops a comprehensive, yet literal interpretation of
materials collected.
• Evaluates or questions information with assistance.
Practitioner • Develops an extended understanding of the topic
based on using multiple sources (primary and
secondary texts, literature, art, artifacts).
• Infers meanings and interprets age appropriate texts.
• Understands both literal and figurative meaning in a text.
• Begins to evaluate or question sources independently or in a
peer group.
Expert • Synthesizes a varied body of information including
primary and secondary sources, literature,
artifacts, etc.
• Interprets and uses challenging texts. Comprehends mature
vocabulary.
• Understands and integrates the literal and figurative meanings
of a text; reads textual materials
with empathy.
• Analyzes sources critically and objectively, cross-checking for
differences, conflicts, etc.
R
u
b
ric

Exemplars® Standards-Based Math Rubric
Problem Solving Reasoning and Proof Communication
Connections Representation
Novice No strategy is chosen, or a strategy is chosen that will
not lead to a solution.
Little or no evidence of en-
gagement in the task present.
Arguments are made with no
mathematical basis.
No correct reasoning nor
justification for reasoning is
present.
No awareness of audience or
purpose is communicated.
No formal mathematical terms
or symbolic notations are evi-
dent.
No connections are made
or connections are math-
ematically or contextually
irrelevant.
No attempt is made to
construct a mathemati-
cal representation.
Apprentice A partially correct strategy is chosen, or a correct

strategy
for only solving part of the
task is chosen.
Evidence of drawing on some
relevant previous knowledge
is present, showing some
relevant engagement in the
task.
Arguments are made with
some mathematical basis.
Some correct reasoning or
justification for reasoning is
present.
Some awareness of audience or
purpose is communicated.
Some communication of an
approach is evident through
verbal/written accounts and
explanations.
An attempt is made to use for-
mal math language. One formal
math term or symbolic notation
is evident.
A mathematical connec-
tion is attempted but is
partially incorrect or lacks
contextual relevance.
An attempt is made to

construct a mathemati-
cal representation to re-
cord and communicate
problem solving but is
not accurate.
Copyright ©2001, revised 2014 by Exemplars, Inc. All rights
reserved.
Exemplars® Standards-Based Math Rubric (Cont.)
Problem Solving Reasoning and Proof Communication
Connections Representation
Practitioner A correct strategy is cho-sen based on the math-
ematical situation in the
task.
Planning or monitoring of
strategy is evident.
Evidence of solidifying
prior knowledge and
applying it to the
problem-solving situation
is present.
Note: The Practitioner must
achieve a correct answer.
Arguments are construct-
ed with adequate math-
ematical basis.

A systematic approach
and/or justification of
correct reasoning is pres-
ent.
A sense of audience or pur-
pose is communicated.
Communication of an ap-
proach is evident through a
methodical, organized, coher-
ent, sequenced and labeled
response.
Formal math language is used
to share and clarify ideas. At
least two formal math terms or
symbolic notations are evi-
dent, in any combination.
A mathematical connection
is made. Proper contexts are
identified that link both the
mathematics and the situation
in the task.
Some examples may include
one or more of the following:
• clarification of the mathe-
matical or situational context
of the task
• exploration of mathematical
phenomenon in the context
of the broader topic in which

the task is situated
• noting patterns, structures
and regularities
An appropriate and
accurate mathemati-
cal representation is
constructed and refined
to solve problems or
portray solutions.
Expert An efficient strategy is chosen and progress
towards a solution is
evaluated.
Adjustments in strategy, if
necessary, are made along
the way, and/or alterna-
tive strategies are consid-
ered.
Evidence of analyzing the
situation in mathematical
terms and extending prior
knowledge is present.
Note: The Expert must achieve a
correct answer.
Deductive arguments are
used to justify decisions
and may result in formal
proofs.
Evidence is used to justify

and support decisions
made and conclusions
reached.
A sense of audience and pur-
pose is communicated.
Communication at the Prac-
titioner level is achieved, and
communication of argument
is supported by mathematical
properties.
Formal math language and
symbolic notation is used to
consolidate math thinking
and to communicate ideas. At
least one of the math terms or
symbolic notations is beyond
grade level.
Mathematical connections are
used to extend the solution
to other mathematics or to a
deeper understanding of the
mathematics in the task.
Some examples may include
one or more of the following:
• testing and accepting or
rejecting of a hypothesis or
conjecture
• explanation of phenomenon
• generalizing and extending

the solution to other cases
An appropriate math-
ematical representa-
tion is constructed to
analyze relationships,
extend thinking and
clarify or interpret phe-
nomenon.
Copyright ©2001, revised 2014 by Exemplars, Inc. All rights
reserved.
CFSD 21st Century Learning Rubric
Skill: Critical & Creative Thinking
Catalina Foothills School District; - 6/06; 6/08 – Adapted from
Marzano, Pickering, and McTighe 1
Thinking/Reasoning
Skill
Novice Basic Proficient Advanced
Comparing

Selects items that are
inappropriate to the basic
objective of the
comparison.
Selects characteristics that
are trivial or do not address
the basic objective of the
comparison. Selects
characteristics on which
the items cannot be
compared.
Makes many significant
errors in identifying the
major similarities and
differences among the
identified characteristics.
Selects items that satisfy
the basic requirements of
the comparison but create
some difficulties for
completing the task.
provide for a partial
comparison of the items
and may include some
extraneous characteristics.

Makes some important
errors in identifying the
Selects items that provide
a means for successfully
addressing the basic
objective of the
comparison.
provide a vehicle for
meaningful comparison of
the items and address the
basic objective ed of the
comparison.
Accurately assesses the
Selects items that are
extremely suitable for
addressing the basic objective
of the comparison and that
show original or creative
thinking.
encompass the most essential
aspects of the items and

present a unique challenge or
provide an unusual thought.
Accurately assesses all
identified similarities and
differences for each item on
the selected characteristic.
Additionally, the student
provides inferences from the
comparison that were not
explicitly requested in the
task description.
Thinking/Reasoning
Skill
Classifying

Selects trivial items or
items that have no
relationship to the task.
Creates categories that
address only trivial aspects
of the items.
Identifies characteristics
that do not accurately
describe the categories.
Makes frequent and
significant errors in
assigning items to
categories and does not
show how the items have
the characteristics of their
assigned categories.
Selects items of little
significance or presents a
routine sorting problem.
provide for some analysis
of the items but may not
include all the important
characteristics of the items.

Describes the defining
characteristics of
categories in a way that
results in some overlap or
confusion between
categories, or describes
characteristics that are
unrelated to the rules for
category membership.
Makes some errors in
assigning items to their
appropriate categories, or
does not describe the
extent to which each item
has the characteristics of
the category, when it is
clearly appropriate for the
task.
Selects significant items
for classification that
present some challenge in
classification
focus on the significant
characteristics of the items.
Clearly specifies the
defining characteristics of
the categories and
addresses any questions of
overlap in characteristics.

Correctly sorts each of the
items into the categories
and, when appropriate,
describes the extent to
which each item has the
characteristics ascribed to
the categories.
Specifies the items to be
classified and selects
significant items that present
some interesting challenge in
classification.
provide a useful way of
looking at the items at an
unusual level of depth.
Provides a clear and
complete specification of the
defining characteristics of
each category. Describes the
defining characteristics in
such a way as to provide a
unique or unusual way of
looking at the items.
Correctly sorts each of the
items into the categories and
describes the extent to which
each item has the
characteristics ascribed to

the categories. Describes
insights gained during the
sorting process.
Thinking/Reasoning
Skill
Inductive Reasoning
Selects unimportant or
trivial information for the
induction.
Significantly misinterprets
the information. Makes
interpretations that have no

bearing on the area or a re
clearly illogical.
Draws many erroneous
conclusions from the
selected information or
observations and cannot
satisfactorily describe the
rational behind the
conclusions.
Includes some information
that is not important to the
induction or does not
accurately identify the
important information
from which the
induction(s) could be
made.
Provides some
interpretations that are
based on significant
misunderstandings of the
subject matter.
Presents some conclusions
that reflect erroneous
interpretations made from

the information or
observations.
Specifies all relevant
information from which to
make inductions. Selects
information that is
important to the general
topic.
Provides interpretations
that, with few exceptions,
are valid and say
something important about
the topic.
Presents conclusions that,
with few exceptions,
follow logically from the
selected information or
observations.
Clearly and accurately
identifies all relevant
information from which to
make inductions. The type of
information selected reflects
c creative insight and a
careful analysis of the
situation.
Provides accurate
interpretations that illustrate
insight into the information

from which they were made.
The interpretations reflect a
study of or a familiarity with
the particulars of the topic.
Draws conclusions that
reflect clear and logical links
between the information or
observations and the
interpretations made from
them. The rationale for the
interpretations shows a
thoughtful and accurate
attention to the process of
induction.
Thinking/Reasoning
Skill

Deductive Reasoning
Selects generalizations or
principles that do not have
significant bearing on the
material and do not
contribute to the
understanding of the
subject.
Demonstrates an incorrect
understanding or
interpretation of the
generalizations or
principles.
Identifies consequences
that have little significance
and are not logical or
relevant to the topic.
principles that generally
relate to the information
available but that may not
have significant
explanatory power.

Demonstrates a somewhat
inaccurate understanding
of the generalizations or
principles.
Includes important
consequences of the
generalizations or
principles, but identifies
consequences that may not
be relevant to the topic; or
makes logical errors in
identifying the
consequences.
Selects important
generalizations or
principles that contribute
to the understanding of the
topic.
Demonstrates an
generalizations or
principles that is accurate
and contributes to an
understanding of the topic.
With few errors, accurately
identifies the consequences
of the generalizations or
principles. The
consequences relate
closely to the subject area
and are worthwhile

subjects for discussion.
principles that show extreme
insight into the topic.
Demonstrates an
generalizations or principles
that is not only accurate but
provides a unique
perspective on the topic.
Accurately identifies logical
conclusions implied by the
generalizations or principles.
Recognizes more subtle
inferences that could have
important effects on the
subject area.

Thinking/Reasoning
Skill
Error Analysis
Recognizes only
insignificant errors or
mistakes valid points for
errors
Does not correctly assess
the effects of the errors, or
describes effects that do
not exist
Does not accurately
describe how to correct the
errors
Fails to recognize some
important errors or
identifies some points that
are not errors
Describes the effects of the

errors, but omits some
important consequences;
or does not accurately
describe all the effects of
the errors
Provides an approach for
correcting the errors. The
approach addresses some
of the major errors, though
it may not be the best or
most appropriate response
to the situation.
Accurately identifies all
critical errors in the
information process under
study and makes clear why
the points identified are
errors
Provides an accurate
analysis of the effects of
the errors, omitting few
details
Provides a workable way
of correcting the errors.
The response addresses the
major concerns raised by
the errors.
Accurately identifies all
errors in the information or

process under study and
makes clear why the points
identified are errors. Also
identifies subtle but
important errors that are
difficult to recognize
Provides an accurate
analysis of the effects of the
errors, including a complete
description of the effects of
the errors beyond the most
obvious levels of impact.
Provides a highly thoughtful
or creative approach for
correcting the errors.
Thinking/Reasoning
Skill

Constructing Support
Identifies information that
does not require support
and fails to identify a claim
that should have support
Fails to provide convincing
evidence for the claim.
Does not address
qualifications or
restrictions for the claim.
Identifies a claim that
requires support but may
mistakenly include
information that does not
require support.
Provides evidence for the
claim, but may not address
all necessary aspects.
Qualifies or restricts the
claim, but leaves out
important aspects of the
qualifications or
restrictions.

Accurately identifies a
claim that requires support
and does not confuse the
claim with any other
information.
With no major errors,
presents all relevant
evidence needed to support
the claim.
Provides accurate
qualifications or
restrictions for the claim,
with the result being a
well-defended claim.
Accurately identifies a claim
that requires support. The
identified claim has been
mistaken by many others for
a fact that requires no
support.
Presents a clear and accurate
treatment of all available
evidence that addresses the
central point of the claim.
Considers what evidence is
missing and how it should
affect an evaluation of the
claim.

Provides careful and
reasoned qualifications or
restrictions for the claim in
such a way that the argument
provides a unique
perspective on the claim.
Thinking/Reasoning
Skill
Abstracting
Identifies trivial
information having no
identifiable pattern that can
be used in the abstracting

process
Does not create a general
or abstract pattern that
accurately represents the
information or situation
selected
Selects another situation or
set of information that
does not conform in any
way to the general or
abstract pattern identified.
Identifies information that
seems unimportant but
does have a pattern that
can be used in the
abstracting process.
Creates a general or
abstract pattern that may
not be a completely
accurate representation of
the information or situation
from which it was drawn
but does focus on its most
important elements.

Identifies another situation
or set of information that
does perfectly match the
general or abstract form
but has some similarities
Identifies significant
information that also has a
pattern that lends itself to
the abstracting process.
Constructs a general or
abstract pattern that
accurately represents the
information from which it
came.
Correctly identifies
another situation or set of
information that contains
the essential characteristics
of the general or abstract
form and provides a
worthwhile subject for
study.
Identifies a situation or
information that provides a
rich source of material for
abstracting, which may not
be commonly used, but has a
pattern that could be
powerful when abstracted.

Identifies a general or
abstract pattern that provides
novel insights into the
information studied. The
pattern furnishes the means
for seeing other material
from a unique perspective.
Demonstrates creativity in
the selection of another
situation or information that
contains a similar general or
abstract form. The situation
or information is important
and provides a suitable
subject for analysis.
Thinking/Reasoning
Skill

Analyzing Perspectives
Ignores explicit and
implicit points of
disagreement.
Does not articulate a
clear position.
Does not articulate
a clear opposing position.
Identifies and articulates
issues that are not points of
disagreement as important
points of disagreement.
Articulates a position but
does not present a clear
line of reasoning behind it.
Articulates an opposing
position, but does not
present a clear line of
reasoning behind it.

explicit points of
disagreement that cause
conflict.
Articulates a position and
the basic reasoning
underlying the position.
Does not address or
incompletely addresses the
errors or holes in the
reasoning
.
Articulates an opposing
position and the basic
reasoning underlying it.
Does not address or
incompletely addresses the
errors or holes in the
reasoning.
implicit points of
disagreement that are not
obvious but are the
underlying cause of conflict.
Articulates a detailed
position and the reasoning
behind it and, if a strong line
of reasoning does not
underlie the position,

articulates the errors or holes
in the reasoning.
Articulates a detailed
opposing position and the
reasoning behind it. If a
strong line of reasoning does
not underlie the position,
articulates the errors or holes
in the reasoning.
Thinking/Reasoning
Skill
Decision Making

Selects alternatives that are
clearly not relevant to the
decision.
Identifies few or no criteria
that are relevant to the
decision task.
Does not address the
extent to which the
alternatives meet the
criteria or is inaccurate in
assessing how well the
alternatives meet the
criteria.
Makes a selection that
does not appear reasonable
or cannot be justified by
the student’s evaluation of
the alternatives.
Identifies some
alternatives that are
important and others that
aren’t.
Identifies some important
criteria by which the

identified alternatives will
be assessed. However,
some important criteria are
omitted, or criteria are
included that may not be
important to the task.
Does not completely
address all the criteria; or
applies all appropriate
criteria to the alternatives
but is not completely
accurate in assessing how
well the criteria have been
met
Selects an alternative that
does not entirely conform
to the student’s assessment
of the alternatives.
Identifies alternatives that
represent most of the
important possible
alternatives.
Clearly identifies the
criteria by which the
identified alternatives will
be assessed. With no
significant exceptions, the
criteria are important to the
decision task.
Presents an accurate
assessment of the extent to

which the alternatives
possess the identified
criteria
Successfully answers the
decision question by
selecting an alternative that
meets or exceeds
established criteria.
Presents a comprehensive list
of the most important
possible alternatives and
describes each in detail
Clearly identifies the criteria
by which the identified
alternatives will be assessed.
The criteria reflect an
unusually thorough
understanding of the nature of
the decision task.
Provides a thorough, fully
developed assessment of each
alternative based upon the
criteria. Exceeds the demands
of the decision task by
comparing and contrasting the
alternatives to provide greater
insights
Selects an alternative that
meets or exceeds the criteria

and represents a well-
supported answer to the initial
decision question. Provides a
useful discussion of issues
and insights that arose during
the selection process.
Thinking/Reasoning
Skill
Investigation
Presents little or no
accurate and important
information about what is
already known or agreed
upon about the topic.

Fails to accurately identify
any important confusions,
uncertainties, or
contradictions surrounding
the topic.
Presents an
unsubstantiated and
implausible resolution to
the confusions,
uncertainties, or
contradictions.
Presents information on
what is already known or
agreed upon abut the topic
being studied; however the
information may not be
complete in all particulars,
or the student may
introduce some
inaccuracies.
Identifies confusion,
uncertainties, or
contradictions associated
with the topic. The
problems identified
include some, but not all,

of the most critical issues.
Develops and presents a
resolution to the problems
associated with the
concept. The resolution is
satisfactory, but lacks
thorough treatment and
accuracy.
Presents an accurate
account, with no important
omissions, of what is
already known or agreed
upon about the topic being
studied.
Identifies, with no
important errors,
significant confusions,
uncertainties, or
the topic.
Presents a clear resolution
to the problems associated
with the concept. The
resolution is a logical and
plausible outcome of the
investigation.
Presents a thorough and
correct account of what is
already known. Supplies
information that may not be

commonly known, but that
has some bearing on the
topic being studied.
Identifies the important
confusions, uncertainties or
the topic. Brings to light
misconceptions or
confusions that are
commonly overlooked.
Provides a logical and well-
developed resolution to the
confusions, uncertainties, or
contradictions. The
resolution reflects creative
thinking as well as
thoughtful attention to the
details of the problem.
Thinking/Reasoning

Skill
Problem Solving
Omits the most significant
constraints and obstacles.
Presents solutions that fail to
address critical parts of the
problem.
Does not satisfactorily test
the selected solutions.
Describes and illogical
method for determining the
relative value of the
alternatives. The student
does not present a reasonable
review of the strengths and
weaknesses of the alternative
solutions that were tried and
abandoned.
Identifies some constraints or
obstacles that are accurate
along with some that are not
accurate.

Presents alternative solutions
for dealing with the obstacles
or constraints, but the
solutions do not all address
the important difficulties.
Tries out the alternatives, but
the trials are incomplete and
important elements are
omitted or ignored.
Describes the processes that
led to the ordering of
secondary solutions. The
description does not provide a
clear rational for the ordering
of alternatives that were tried.
Accurately identifies the most
important constraints or
obstacles.
Proposes alternative solutions
that appear plausible and that
address the most important
constraints or obstacles.
Puts the selected alternative
to trials adequate to
determine their utility.
Describes the process that led
to the ordering of secondary
solutions. The description
offers a clear, defensible

rational for the ordering of
alternatives, and the final
selection.
Accurately and thoroughly
describes the relevant constraints
or obstacles. Addresses obstacles
or constraints that are not
immediately apparent.
Identifies creative but plausible
solutions to the problem under
consideration. The solutions
address the central difficulties
posed by the constraint or
obstacle.
Engages in effective, valid, and
exhaustive trials of the selected
alternatives. Trials go beyond
those required to solve the
problem and show a
commitment to an in-depth
understanding of the problem.
Provides a clear, comprehensive
summary of the reasoning that
led to the selection of secondary
solutions. The description
includes a review of the
decisions that produced the order
of selection and how each
alternative fared as a solution.

Thinking/Reasoning Skill Novice Basic Proficient Advanced
Experimental Inquiry
Leaves out key facts,
concepts, or principles in
explaining phenomenon, or
does not use appropriate
facts, concept, or principles
to explain the phenomenon.
Makes a prediction that
cannot be verified.
Sets up and carries out an
activity or experiment that
does not test the central
features of the prediction.
The experimental design is
seriously flawed and the
collection of data is unlikely.

Provides an inaccurate
highly flawed explanation of
how the outcome relates to
the original explanation.
Explains the phenomenon
but misapplies or omits facts,
concepts, or principles that
are important for
understanding the
phenomenon.
reflects a misunderstanding
of some aspects of the facts,
concepts, or principles used
to explain the phenomenon,
or makes a prediction that
presents difficulties for
verification.
activity or experiment that
addresses some important
aspects of the prediction, but
omits others. The design of
the activity or experiment
produces some errors in data
collection or interpretation.
Provides a general
explanation of the outcome

of the activity or experiment
but omits one or two
important aspects, or may not
effectively relate the
outcome to the facts,
to generate the prediction.
Provides and accurate
explanation of the
phenomenon. The facts,
in the explanation are
appropriate to the
phenomenon and accurately
applied, with no significant
errors.
follows from the facts,
to explain the phenomenon.
The prediction can be
verified.
activity or experiment that is
a fair test of the prediction
and addresses the most
important questions raised by
the prediction. The activity
or experiment provides
accurate data for evaluation.
Provides a complete
explanation of the outcome

of the activity or experiment
with no important errors.
Presents the explanation in
terms of the relevant facts,
concepts, or principles.
Provides and accurate explanation of
the phenomenon. The facts,
concepts, or principles used for the
explanation are appropriate to the
phenomenon and accurately applied.
The explanation reflects thorough
and careful research or
understanding.
Makes a verifiable prediction that
reflects insight into the character of
the phenomenon. The prediction is
entirely appropriate to the facts,
concepts, or principles used to
explain the phenomenon.
experiment that is a complete and
valid test of the prediction and
addresses all important questions
raised by the prediction. The
activity or experiment is designed to
provide complete and accurate data
and a model of the experimental
design.
Provided a complete and accurate
explanation of the outcome of the
activity or experiment and does so in
terms of the relevant facts, concepts,

or principles. Provides insights into
the nature of the phenomenon
studied or the facts, concepts, and
principles used to explain it.
Thinking/Reasoning
Skill
Invention
Proposes a process or product
that has little or no relation to
the unmet need.
Establishes criteria that fail to
address the most important
purpose of the invention.

Sets standards so low that
little quality can be expected.
Makes few, if any attempts at
revision and appears satisfied
with the initial process or
product, although obvious
difficulties still remain.
Finishes revising the process
or product before it has met
minimal standards. The
process or product does not
meet many important criteria
and fails in its purpose.
that will not adequately
satisfy the unmet need.
Identifies criteria for the
invention that may not be
completely appropriate for the
product or sets standards that
do not ensure a worthwhile or
completed product.
Revises the process or
product but attempts to
address only the most obvious
difficulties
product until it meets
minimum standards.

that provides a good answer
to the unmet need.
Establishes an appropriate set
of criteria for the invention
product in ways that serve the
purpose of the process or
product.
Continues revising the
process or product until it
meets all standards and
criteria. The process or
product successfully serves
the purpose for which it was
designed.
that provides a unique solution to
an unmet need. The proposed
process or product reflects a high
level of creativity.
Sets out rigorous criteria well
suited to the purpose of the
invention. The student identifies
only the highest achievable
standards of quality as acceptable
outcomes.

Reviews the process or product
at a considerable level of detail.
The revisions or improvements
clearly bring the process or
product closer to fulfilling the
purpose for which it was
designed. The student’s attention
to the details of the draft or
model makes a high-quality
product likely.
Develops a final process or
product that meets the criteria
established at a demanding level
of quality. The process or
product fulfills the purpose for
which it was designed. In
addition, the process or product
reflects creativity and establishes
a model for creative work of high
quality.

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