Envision Schools College Success Portfolio Performance Task Requirements:

Scientific Inquiry
To demonstrate their mastery of the Inquiry competency in science, students must select
a project that that embodies the following performance outcomes:

INITIATING THE INQUIRY:

What is the evidence that the student can formulate questions that can be explored by
scientific investigations as well as articulate a testable hypothesis?
Asks empirically testable, scientific questions
Constructs drawings, diagrams, or models to represent whats being
investigated
Explains limitations and precision of model as representation of the system
or process
Formulates a testable hypothesis that is directly related to the question
asked

PLANNING AND CARRYING OUT INVESTIGATIONS:

What is the evidence that the student can design and perform investigations to explore
natural phenomena?
Designs controlled experiments (with multiple trials) to test the suggested
hypothesis
Identifies and explains the independent and dependent variables in the
hypothesis
Clearly communicates the details of the procedures so that they can be
replicated by another group of students
Creates a detailed and clear data collection method for all trials
Conducts multiple trials

REPRESENTING, ANALYZING, AND INTERPRETING THE DATA

What is the evidence that the student can organize, analyze, and interpret the data?
Organizes the data in tables and/or graphs
Expresses relationships and quantities (units) using mathematical
conventions
Explains mathematical computation results in relationship to the expected
outcome
Analyzes and interprets the data and finds patterns
Draws inferences from the data
Suggests strengths or weaknesses in inferences from which further
investigation could result

Envision Schools 2012

Scientific Inquiry

CONSTRUCTING EVIDENCE-BASED ARGUMENTS AND

COMMUNICATING CONCLUSIONS
What is the evidence that the student can articulate evidence-based explanations and
effectively communicate conclusions?
Constructs a scientific argument, explaining how data and acceptable
scientific theory support the claim
Identifies a counter-claim (possible weaknesses in scientific argument or in
ones own argument)
Provides multiple representations to communicate conclusions (words,
tables, diagrams, graphs, and/or mathematical expressions)
Draws conclusions with specific discussion of limitations
Uses language and tone appropriate to the purpose and audience
Follows conventions of scientific writing, including accurate use of
scientific/technical terms, quantitative data, and visual representations

REFLECTION
What is the evidence that the student can deeply reflect on performance, growth as a
learner, and ability to apply this in the future?
Knows: Explains goals, purpose, and academic skills of artifact
Does: Explains process, decisions, and Leadership Skills used
Reflects: Describes impact of artifact on self, future, and growth as a
scientist

Envision Schools 2012

Scientific Inquiry

Envision Schools 2008-2009

INITIATION OF THE
INQUIRY
What is the evidence that
the student can formulate
questions that can be
explored by scientific
investigations and
articulate a testable

hypothesis?

SCORING DOMAIN
The inquiry question
is stated in general
terms
Background
information is
limited or
irrelevant
The student
articulates a
prediction, but it has
limited relationship
to the question under
investigation

EMERGING
E/D

The inquiry
question is
stated in specific
terms
Background
information is
relevant to the
question, but is
not well
organized
The student
articulates a
relevant
prediction of the
expected results,
but with no
explanation

DEVELOPING
D/P

The inquiry
question is
specific and
testable.
Background
information is
relevant and
well organized.
The student
articulates a
prediction to the
investigated
question, with
some description
of the involved
variables (if..
then
hypothesis)

PROFICIENT
P/A

Scientific Inquiry

The inquiry
question is
specific, testable,
and challenging
Background
information is
relevant and well
organized and
provides insight
into the inquiry.
The student
articulates a
possible
explanation to
the investigated
question and a
clear description
of the expected
relationships
among the
involved
variables
(ifthenbecause
hypothesis)

ADVANCED

Envision Schools College Success Portfolio Performance Assessment: SCIENTIFIC INQUIRY

SCORING DOMAIN

Envision Schools 2008-2009

DESIGN OF

EXPERIMENTAL
PROCEDURES
What is the evidence that
the student can design and
perform investigations to
explore natural
phenomena?

EMERGING
The experimental
design is not relevant
for the stated
question
The lab procedures
are vague and
difficult to follow
The data collection
methods are vague
and difficult to
follow
The inquiry design
doesnt allow control
of the independent
variable

E/D

The
experimental
design is
partially related
to the stated
question
The lab
procedures are
detailed but
incomplete
The data
collection
methods are
detailed but
incomplete
The inquiry
design allows for
control of one
variable and
measurement of
one dependent
variable

DEVELOPING
D/P

The experimental
design matches
the stated
question
The lab
procedures are
detailed and
clear
The data
collection
methods are
detailed and
clear
The inquiry
design allows for
control of all
involved
variables and
measurement
of the dependent
variable

PROFICIENT
P/A

Scientific Inquiry

The experimental
design matches
the stated
question and
shows
innovation
The lab
procedures are
detailed, clear,
and logical
The data
collection
methods are
detailed, clear,
and logical
The inquiry
design allows for
control of all
involved
variables and
valid
measurement of
the dependent
variable

ADVANCED

SCORING DOMAIN

Envision Schools 2008-2009

DATA COLLECTION,
ANALYSIS,
PRESENTATION, AND
INTERPRETATION
What is the evidence that
the student can organize
and analyze the data?

EMERGING
Data are based on
one trial only
Data tables are
limited and graphs
contain inaccuracies
Data analysis and
interpretation are
inaccurate or
irrelevant

E/D

Data are based

on one trial only
Data tables and
graphs are
presented, but
they may be
poorly organized
Data analysis
and
interpretation
are relevant, but
not necessarily
accurate

DEVELOPING
D/P

Data are
collected from
several
repetitions of the
experiment
Data tables and
graphs are
accurate and
appropriately
organized
Data analysis
and
interpretation are
accurate and
relevant to the
inquiry questions

PROFICIENT
P/A

Scientific Inquiry

Data are
collected from
several
repetitions of the
experiment and
are consistent
within a
reasonable range
Data tables and
graphs are
accurate and
expertly
organized and
presented
Data analysis and
interpretation are
thorough and
directly related to
the inquiry
question

ADVANCED

SCORING DOMAIN

Envision Schools 2008-2009

CONCLUSIONS AND
DISCUSSION
What is the evidence that
the student can interpret
the data, draw
conclusions, and assess
the validity of the

conclusions?

EMERGING
The conclusions are
not consistent with
the data
Limited sources of
experimental errors
are identified
New relevant
questions are not
posed

E/D

The conclusions
are based on the
data
Sources of
experimental
errors are
identified, but
their impact is
not discussed
New questions
are posed but
are not relevant

DEVELOPING
D/P

The conclusions
are clear and
consistent with
the data
The impact of
possible sources
of experimental
errors on the
results is
discussed
New relevant
questions are
posed

PROFICIENT
P/A

Scientific Inquiry

The conclusions
are clear,
consistent with
the data and
compared to
data from
professional
literature
The impact of
possible sources
of experimental
errors on the
results is
discussed and
solutions are
offered to
minimize future
errors
New relevant
questions and
suggestions for
further research
are developed

ADVANCED

EMERGING

Envision Schools 2008-2009

Language and tone

CONVENTIONS
are inappropriate to
What is the evidence that
the purpose and
the student can accurately
audience
use scientific conventions
to communicate ideas to Attempts to follow
the norms and
others?
conventions of
scientific writing
with major,
consistent errors,
for example in the
use of scientific/
technical terms,
quantitative data,
or visual
representations

SCORING DOMAIN
E/D

Language and
tone are
appropriate to
the purpose and
audience with
minor lapses
Follows the
norms and
conventions of
scientific
writing with
consistent
minor errors,
for example, in
the use of
scientific or
technical terms,
quantitative
data, or visual
representations

DEVELOPING
D/P

PROFICIENT
Language and
tone are
appropriate to
the purpose and
audience
Follows the
norms and
conventions of
scientific writing
including
accurate use of
scientific/
technical terms,
quantitative
data, and visual
representations

P/A

Scientific Inquiry

Language and
tone are
appropriate to
the purpose and
audience
Consistently
follows the
norms and
conventions of
scientific
writing,
including
accurate use of
scientific/
technical terms,
quantitative
data, and visual
representations

ADVANCED

SCORING DOMAIN

Envision Schools 2008-2009

REFLECTION

What is the evidence that

the student can deeply
reflect on performance,
growth as a learner and
ability to apply this in the
future?

EMERGING
Know: Explains
the topic of class
when artifact was
assigned
Do: Explanation of
process, decisionmaking, and
Leadership Skills is
incomplete or
unclear
Reflect: States what
was done well and
what could be
improved upon

E/D

Know:
Describes some
context of class
(learning goals,
purpose of
artifact, or
necessary skills)
Do: Briefly
explains
process,
decision-making,
and Leadership
Skills used
during the task
Reflect:
Explains how
artifact
impacted self as
a learner

DEVELOPING
D/P

Know: Clearly
states general
learning goals
and purpose of
artifact,
including
academic skills
needed to be
successful
Do: Thoroughly
explains process
and decisionmaking,
including
Leadership Skills
used during the
task
Reflect:
Describes how
artifact impacted
self & own
future, including
growth as a
scientist

PROFICIENT
P/A

Scientific Inquiry

Know:
Explicitly ties
context of class
to content and
skill goals as
well as purpose
of artifact
Do: Explains
process,
decisionmaking, and
Leadership
Skills with detail
and through
lens of thinking
like expert in
field
Reflect:
Describes and
analyzes how
artifact
impacted self &
own future,
including
growth as a
scientist

ADVANCED