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+===== In-Class Rubric =====
+==== General Grading Scale ====
+.0 (96-100%) - Perfect, I can't think of anything they could have done better\\
+.75 (91-94%) - They were vital to their group's success but they could improve on some things\\
+.5 (87-90%) - They worked well with their group but there are definitely places where they can improve\\
+.25 (83-86%) - Sort of average, not outstanding but solid effort\\
+.0 (78-82%) - Weak participation, still worked with group but needs a lot of improvement\\
+.5 (68-74%) - Did not contribute in anyway to group's progress\\
+.0 (65%) - Negatively impacted work of group and progress on experiment\\
+.0 (0%) - Did not come to class
+==== Learning Goals ====
+=== Group Function ===
+  * Communication: Contribute to and remain involved in group discussions.
+  * Collaboration: Come prepared and work well with your group.
+  * Discussion: Work together to understand the result.
+    * Communication
+      * Engaged in group discussions
+      * Asking/answering questions
+      * Discussing plan with group
+      * Explaining equipment to each other
+    * Collaboration
+      * Come prepared
+      * Actively participate in group work
+      * Make sure everyone is on the same page
+        * Don't move on too quickly
+      * Try to come to consensus
+      * Ask for and give input
+      * Attempt to get everyone involved
+      * Don't dominate the discussion
+    * Discussion
+      * Work together to understand results
+      * Discuss implications of different experimental results or observations
+      * Contribute helpful ideas in data analysis
+=== Experimental Design ===
+  * Equipment: Engage with the equipment. Show competence in use of equipment.
+  * Experimental Process: Employ good experimental practices.
+  * Uncertainty: Take into account where uncertainty plays into the experimental process.
+    * Equipment
+      * Engage with the equipment
+      * Actively involved in data taking
+      * Able to troubleshoot equipment
+      * Show competence in use of equipment
+    * Experimental process
+      * Work systematically
+        * Don't just randomly take measurements
+        * Work with intention
+      * Make predictions
+      * Record observations and data
+      * Set goals
+    * Uncertainty
+      * Work to reduce uncertainty in measurements
+      * Discuss and quantify sources of uncertainty
+      * Carry uncertainty through calculations
+      * Discuss model assumptions and limitations
+      * Compare results to expected
+**What's the purpose of in-class grading?** Everyone in this lab
+comes from a variety of backgrounds and have varying levels of
+experience with physics, lab equipment, and working in groups. The
+purpose of the in-class grading is to allow for you to develop your
+abilities in engaging with lab equipment, describing the role of
+uncertainty in the experiment, communicating science to others, and
+collaborating effectively as a group member. As such, this rubric is not
+focused on if you are engaged in class, but rather how you are engaged.
+This in class grade is not designed to make a big impact on your final
+grade in the course, it is to help develop abilities along these areas.
+**How are numerical scores given?** The goal is for every student to
+improve their abilities along each of the areas listed in the rubric
+over time. The expectation is that as you develop your abilities, the
+expectations in the course will rise. So what was considered a 3.5 early
+in the course may not be the same as what a 3.5 is by the end of the
+course. This is a growing experience, and as such, we do not intend
+anyone to be experts at the start. Truth be told, there is no way to be
+"perfect" at science. However, by leveraging what we do well, we can
+focus on the things in which we need improvement and continuously grow.
+**What's the purpose of the written feedback from the tutors?** Each day
+in the lab, the tutors will try to observe and notice how each student
+in their groups is doing in the areas on the rubric. After each day that
+you work on an experiment, you will receive feedback from the tutor on
+areas they would like to see you work as well as those they think you
+did well. The expectation is that, for future labs, you will work to
+improve in the areas the tutor noted.
+**How are the tutors going to notice everything in this rubric?** It is
+not likely that every student will demonstrate everything in this rubric
+and that the tutor will notice everything. To help focus this, the
+tutors will approach each group with some questions related to the areas
+in the rubric to gauge understanding. The point isn't to notice
+everything you have done, but rather to get an idea of where you are
+currently and give you feedback and support to develop as time goes on.
+**So how do I get a 4.0?** Unfortunately, there are no concrete examples
+of how to get a 4.0 because there is not one correct way to engage in
+class. Instead, there are many ways to conduct an experiment  something
+we intend to value. In an attempt to remove some of the ambiguity,
+sample "ladders" of expertise are given below, as well as a graphical
+representation of the development tutors are valuing in this assessment.
+These should be taken as non-exhaustive lists but rather simple
+examples of one way in which development could occur. The best way to
+increase or maintain your grade is to pay attention to the feedback your
+tutors provide.