Achievement Level | Criterion B: COMMUNICATION IN SCIENCE | |||
Student | Teacher | Communication of Scientific Information | Effectiveness of communication | Referencing and Documenting Sources |
5-6 | 5-6 | Uses sufficient scientific language correctly in both the problem and the solution section. | Communicates scientific information effectively using appropriate illustrations and/or symbols, structure, logical sequence, and supported by evidence. | Bibliography and in-text references are included where necessary. |
3-4 | 3-4 | Uses some scientific language correctly in both the problem and the solution section. | Communicates scientific information with some effectiveness. | Bibliography is provided but in-text reference is missing where necessary. |
1-2 | 1-2 | Uses a limited range of scientific language correctly in both the problem and the solution section. | Communicates scientific information with limited effectiveness. | Major mistakes are made in the bibliography and in-text referencing is missing. |
0 | 0 | Does not reach a standard described by any of the descriptors. | Does not reach a standard described by any of the descriptors . | Does not reach a standard described by any of the descriptors . |
Achievement Level | Criterion C: KNOWLEDGE AND UNDERSTANDING OF SCIENCE | |||
Student | Teacher | Knowledge and Understanding of Scientific Information and Concepts | Application of Scientific Information and Concepts | Mastery and Evidence of Critical Thinking Skills |
5-6 | 5-6 | Uses scientific ideas, concepts and/or processes correctly in the analysis section of the write-up. | Applies understanding of ideas, concepts and/or processes involved to provide a clear and complete solution to the discrepant event. | Analyses and evaluates the solution provided and makes judgments about the observations and/or solution supported by scientific understanding. |
3-4 | 3-4 | Uses some scientific ideas, concepts and/or processes in the analysis section of the write-up correctly and/or provides only a weak description of the inter-relationship between them. | Applies understanding of ideas, concepts and/or processes involved to provide a partial solution using only some of the obvious observations. | Analyses scientific information by identifying parts, relationships or causes. |
1-2 | 1-2 | Recalls limited scientific ideas, concepts and/or processes, and/or shows little or no understanding of their relationships. | Applies understanding of ideas, concepts and/or processes involved to provide a simplistic solution ignoring major observations. | |
0 | 0 | Does not reach a standard described by any of the descriptors. | Does not reach a standard described by any of the descriptors | Does not reach a standard described by any of the descriptors. |
