| Category | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
| Knowledge/ Understanding |
The student: | The student: | The student: | The student: |
| understanding of concepts, principles, laws, and theories (e.g., identifying assumptions; eliminating misconceptions; providing explanations) | demonstrates limited understanding of concepts, principles, laws, and theories | demonstrates some understanding of concepts, principles, laws, and theories | demonstrates considerable understanding of concepts, principles, laws, and theories | demonstrates thorough understanding of concepts, principles, laws, and theories |
| knowledge of facts and terms | demonstrates limited knowledge of facts and terms | demonstrates some knowledge of facts and terms | demonstrates considerable knowledge of facts and terms | demonstrates thorough knowledge of facts and terms |
| transfer of concepts to new contexts | infrequently transfers simple concepts to new contexts | sometimes transfers simple concepts to new contexts | usually transfers simple and some complex concepts to new contexts | routinely transfers complex concepts to new contexts |
| understanding of relationships between concepts | demonstrates limited understanding of relationships between concepts | demonstrates some understanding of relationships between concepts | demonstrates considerable understanding of relationships between concepts | demonstrates thorough and insightful understanding of relationships between concepts |
| Category | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
| Inquiry | The student: | The student: | The student: | The student: |
| application of the skills and strategies of scientific inquiry (e.g., initiating and planning, performing and recording, analysing and interpreting, problem solving) | applies few of the skills and strategies of scientific inquiry | applies some of the skills and strategies of scientific inquiry | applies most of the skills and strategies of scientific inquiry | applies all or almost all of the skills and strategies of scientific inquiry |
| application of technical skills and procedures (e.g., microscopes) | applies technical skills and procedures with limited competence | applies technical skills and procedures with moderate competence | applies technical skills and procedures with considerable competence | applies technical skills and procedures with a high degree of competence |
| use of tools, equipment, and materials | uses tools, equipment, and materials safely and correctly only with supervision | uses tools, equipment, and materials safely and correctly with some supervision | uses tools, equipment, and materials safely and correctly | demonstrates and promotes the safe and correct use of tools, equipment, and materials |
| Category | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
| Communication | The student: | The student: | The student: | The student: |
| communication of information and ideas | communicates information and ideas with limited clarity and precision | communicates information and ideas with moderate clarity and precision | communicates information and ideas with considerable clarity and precision | communicates information and ideas with a high degree of clarity and precision |
| use of scientific terminology, symbols, conventions, and standard (SI) units | uses scientific terminology, symbols, conventions, and SI units with limited accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with some accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with considerable accuracy and effectiveness | uses scientific terminology, symbols, conventions, and SI units with a high degree of accuracy and effectiveness |
| communication for different audiences and purposes | communicates with a limited sense of audience and purpose | communicates with some sense of audience and purpose | communicates with a clear sense of audience and purpose | communicates with a strong sense of audience and purpose |
| use of various forms of communication (e.g., reports, essays) | demonstrates limited command of the various forms | demonstrates moderate command of the various forms | demonstrates considerable command of the various forms | demonstrates extensive command of the various forms |
| use of information technology for scientific purposes (e.g., specialized databases) | uses technology with limited appropriateness and effectiveness | uses technology with moderate appropriateness and effectiveness | uses appropriate technology with considerable effectiveness uses appropriate technology with a high degree of effectiveness |
| Category | 50-59% (Level 1) |
60-69% (Level 2) |
70-79% (Level 3) |
80-100% (Level 4) |
| Making Connections | The student: | The student: | The student: | The student: |
| understanding connections among science, technology, society, and the environment | shows limited understanding of connections in familiar contexts | shows some understanding of connections in familiar contexts | shows considerable understanding of connections in familiar and some unfamiliar contexts | shows thorough understanding of connections in familiar and unfamiliar contexts |
| analysis of social and economic issues involving science and technology | analyses social and economic issues with limited effectiveness | analyses social and economic issues with moderate effectiveness | analyses social and economic issues with considerable effectiveness | analyses complex social and economic issues with a high degree of effectiveness |
| assessment of impacts of science and technology on the environment | assesses environmental impacts with limited effectiveness | assesses environmental impacts with moderate effectiveness | assesses environmental impacts with considerable effectiveness | assesses environmental impacts with a high degree of effectiveness |
| proposing courses of practical action in relation to science- and technology-based problems | extends analyses of familiar problems into courses of practical action with limited effectiveness | extends analyses of familiar problems into courses of practical action with moderate effectiveness | extends analyses of familiar problems into courses of practical action with considerable effectiveness | extends analyses of familiar and unfamiliar problems into courses of practical action with a high degree of effectiveness |