Rubric Guide
Rubric Guide
Understand what each criterion is actually asking for.
Mark band breakdowns, common mistakes, and plain-language explanations — for every subject group.
Biology · Chemistry · Physics · ESS · CS · SEHS · Internal Assessment · 24 marks total
Criterion · 6 marks
Evaluation
The key thing most students miss
The examiner isn't asking what went wrong. They want to know how each limitation changes what your conclusion can actually claim.
Mark band breakdown
A limitation is stated but its impact on results is not explained. The conclusion may not relate clearly to the data.
Realistic limitations with explanation of how they affect results. A valid conclusion is drawn. Improvements are suggested but may be vague.
Each limitation is fully evaluated: mechanism explained, specific effect on the conclusion identified, realistic improvement proposed. Conclusion is justified by the data with honest scope.
In plain language
Most students list mistakes. That earns 1–2 marks.
To reach 5–6, do three things for every limitation: name it precisely, explain the mechanism (how it changed your measured values), and suggest a realistic improvement that directly addresses it.
A 'realistic improvement' is one you could actually implement — not 'use better equipment', but 'use a calibrated digital thermometer accurate to ±0.1°C instead of a liquid thermometer to control temperature variation.'
Depth beats breadth: two well-explained limitations earn more than five vague ones.