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Science Assessment

Rubric
Topic:

Criteria

Name
s:

Stephanie Downey, Brodie Goricanec, Emily Henderson & Elsie Stoel

The Heat is on!

Above Expected Standard

Level:

At Expected Standard

Level 3

Approaching Expected
Standard

Below standard

Knowledge
and
Understandi
ng Physical
Sciences

Can identify the 3 types of heat


transfer. Extensively explains the
way heat transfers from one object
to another by measuring
temperature effectively using the
Celsius unit.

Can identify 3 types of heat


transfer and identify key features
of how heat transfers from one
object to another using scientific
explanation. Measures
temperature with thermometer
using the Celsius unit.

Can identify, with some


assistance, 1-2 types of heat
transfer. Describes the way
heat transfers from one object
to another without scientific
explanation. With assistance
can measure temperature but
does not use the Celsius unit.

Cannot identify the


different types of heat
transfers. Cannot
describe or explain how
heat transfers from one
object to another. Unable
to use a thermometer to
measure temperature.

Science as
Human
Endeavour

Can independently explain more


than three methods of how people
use science to select effective ways
of heating foods in the hospitality
industry on completion and
reflection of the marshmallow
investigation.

Can independently identify 1-2


methods of how people use
science to select effective ways of
heating foods in the hospitality
industry on completion and
reflection of the marshmallow
investigation.

Can briefly identify how people


use science to select effective
ways of heating foods in the
hospitality industry on
completion and reflection of
the marshmallow investigation.

Cannot identify how


people use science to
select effective ways of
heating foods in the
hospitality industry on
completion and reflection
of the marshmallow
investigation.

Science
Inquiry

Independently uses evidence and


links prior knowledge to make
predictions about heat transfer.
Questions self and others to guide
student design investigation.

With guidance, uses evidence and


prior knowledge to make
predictions about heat transfer.
Engages in questioning to guide
student-designed investigation.

With assistance, can recognise


evidence to guide predictions
about heat transfer. Responds
to questioning to guide student
designed investigation.

Needs significant
guidance to link
predictions with evidence
about heat transfer.
Struggles to respond to
questioning.

Can safely and independently use a


range of equipment to experience
heat transfer in action. Works in a
safe and careful way, assists others
to do this also.

Can safely use a range of


equipment with assistance to
experience heat transfer in action.
Works in a safe and careful
manner.

Can safely use some


equipment with assistance to
experience heat transfer in
action. Works in a safe and
careful manner with occasional
assistance needed.

Is unable to use
equipment to experience
heat transfer in action
even with assistance and
demonstrates unsafe
behaviour.

Can independently collate and


organise results in pro forma, using
formal measurements and identify
trends to explain heat transfer.

Can independently collate and


organise results in pro forma with
little assistance, can attach formal
measurements and identify trends
to explain heat transfer.

Can collate and organise


results in pro forma and
identify trends to explain heat
transfer with assistance. Needs
assistance to recognise formal
measurements.

Is unable to collate and


organise results on the
pro-forma. Needs one-onone assistance to identify
and explain heat transfer.

Independently uses evidence from


findings to draw reasonable
conclusions about heat transfer.

Uses evidence from findings to


draw reasonable conclusions
about heat transfer with some
assistance.

Draws conclusions about heat


transfer, with assistance, is
linked to evidence from
findings.

Is unable to draw
conclusions about heat
transfer linked to
evidence, even with
assistance.

Communicates findings in clear,


concise and in depth manner.
Consistently and independently uses
a wide range of scientific
terminology.

Communicates findings in clear,


concise and accurate manner.
Uses scientific terminology
independently most of the time.

Communicates findings in a
mostly accurate manner. Uses
scientific terminology
occasionally with prompting.

Struggles to
communicate findings in
an accurate manner,
unable to recall scientific
terminology even with
prompting.