The report does not mention the strengths or the weaknesses of the invention. The report makes appropriate connections between the purposes and features of the invention and many different kinds of phenomena. The report makes appropriate connections between the purposes and features of the invention and one or two phenomena. The report makes unclear or inappropriate connections between the invention and other phenomena. The report makes no connections between the invention and other things.
Rubrics appeal to teachers and students for many reasons.
First, they are powerful tools for both teaching and assessment. Rubrics can improve student performance, as well as monitor it, by making teachers expectations clear and by showing students how to meet these expectations. The result is often marked improvements in the quality of student work and in learning. Thus, the most common argument for using rubrics is they help define quality. A second reason that rubrics are useful is that they help students become more thoughtful judges of the quality of their own and others work.