Identifies a focused problem for a design project or investigation.

States a detailed brief or research question that is appropriate to the level of study.

Selects and explains appropriate variables or specifications.

Identifies a suitable problem, but lacks detail in the explanation.

State a brief or research question but this is not explained in detail.

Selects some appropriate variables or specifications.

Does not identify a suitable problem or repeats the general aim provided by the teacher.

Does not state a brief or research question or the brief or research question is inappropriate.

Does not select appropriate variables or specifications.

Identifies suitable strategies for research.

Collects appropriate research material.

Processes research material astutely with detailed analysis.

Identifies some relevant strategies.

Collects useful research material.

Processes research material appropriately, though analysis is limited.

Does not identify strategies or strategies are teacher-directed.

Does not collect any research material or the material is inappropriate.

Processes research material inappropriately.

Uses a range of innovative ideas to solve the problem.

Uses a wide range of appropriate techniques.

Arrives at a good solution to the problem.

Uses limited innovative ideas to solve the problem

Uses a range of appropriate techniques.

Arrives at a satisfactory solution to the problem, but with aspects unresolved.

Uses ideas that are mundane or irrelevant.

Does not use a range of techniques or techniques are inappropriate.

Arrives at an inappropriate solution to the problem or does not arrive at a solution.

Provides clear evidence of a valid conclusion that addresses the brief or research question.

Includes comprehensive evaluation of procedures at each stage of the investigation or project.

Makes realistic recommendations for improvement.

Provides a reasonable conclusion that makes reference to the brief or research question.

Includes limited evaluation of procedures.

Makes some useful recommendations for improvement.

Provides no valid conclusion.

Includes no evaluation of procedures or procedures are teacher directed.

Make no valid recommendations for improvement.