17519348 James Perrett

Science 1A Assessment 1
by James Perrett

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GRADEMARK REPORT

FINAL GRADE GENERAL COMMENTS

Instructor

40
Part A: T he interview protocol has a thorough
design. Your transcript demonstrates your ability
to caref ully ask f ollow up questions to probe the
interviewee's thinking without leading too much.
T his is a dif f icult skill, and I was quite impressed
with your approach.

/50 Your analysis of the participant's knowledge and

your own interviewing skills demonstrate
sophisticated ref lections.

Part B: Very sophisticated examination of the

literature. What's more - you are not just copying
f indings f rom the research, but synthesizing and
integrating them in a way that shows deep
understanding. Your use of specif ic examples to
back up claims is great. I think you have a strong
grasp of the dif f iculties associated with this
topic and the importance of tackling
misconceptions.

Part C: Overall, great work here. See my

comments on the Engage phase, as I suggest
how to improve this f or assignment 2.

Great level of detail in the lesson plan - I can see

where you are going with the lesson.

T he handouts are well designed. You might want

a f ew over-arching conclusion questions f or
students to answer at the end of the prac.

Justif ication questions are answered well.

Overall, really superb work!!

Original Score: 45
Late: -5
Final Score: 40

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Comment 1
Good question

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Comment 2
Good question

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Comment 3
Yes, you have a perf ect example of this

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QM Good point

Comment 4
I think this was f ine - sometimes we do have to ask targeted questions.

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QM Good point

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Comment 5
Chemistry is quite challenging because it is not intuitive to think beyond the observable
elements of chemical reactions. T hat's why the teacher and pedagogy are crucial to deepen
a student's understanding.

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Comment 6
Great point

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Comment 7
Avoid terms like 'learn' or 'think' - you want to use action verbs here. T he student will explain,
characterize, distinguish between, compare and contrast, create, design, evaluate, etc.
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Comment 8
For this assignment you did not have to use the 5E model, but in assignment 2 it is a
requirement. For assignment 2, remember that the purpose of the Engage phase is to
assess prior knowledge but try not to use a bunch of scientif ic terms. Situate the engage
phase activity in a real world phenomenon. Just as you did with the interview, you can ask
them about what happens during bush f ires.

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Comment 9
What types of responses are you looking f or f rom your students?

Comment 10
Good - I want to see where you are going with the explain phase - keep up this detail f or
assignment 2.

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RUBRIC: SC1A ASSIGNMENT 1 2H 20 16

PART A High
Distinction

FAIL Science concept lacks alignment with outcome, or alignment is not evident.
Interview protocol and answers to justif ication questions do not connect to
ref erences in a clear way and/or demonstrates lack of knowledge regarding the
science concept and/or questioning.

PASS Science concept accurately aligns with outcome Interview protocol and answers
to justif ication questions provide complete connections with ref erences yet some
connections not well-substantiated, and demonstrate classroom-ready knowledge
of the science concept and questioning.

CREDIT Science concept explicitly and accurately aligns with outcome. Interview protocol
and answers to justif ication questions provide mostly complete, explicit, well-
substantiated connections with ref erences and demonstrate thorough knowledge
of the science concept and questioning.

DISTINCTION Science concept explicitly and accurately aligns with outcome. Interview protocol
and answers to justif ication questions provide complete, explicit, well-
substantiated connections with ref erences and demonstrate advanced knowledge
of the science concept and questioning.

HIGH DISTINCTION Science concept explicitly and accurately aligns with outcome. Interview protocol
and answers to justif ication questions provide complete, explicit, well-
substantiated connections with ref erences and demonstrate sophisticated
knowledge of the science concept and questioning.

PART B High
Distinction

FAIL Answers to justif ication questions do not connect to ref erences/prior answers in
a clear way and/or demonstrates lack of knowledge regarding the science concept
and/or questioning. Does not complete any required activities

PASS Answers to justif ication questions provide complete connections with

ref erences/prior answers yet some connections not well-substantiated, and
demonstrate classroom-ready knowledge of the science concept and questioning.
Completes one required activity

CREDIT Answers to justif ication questions provide mostly complete, explicit, well-
substantiated connections with ref erences/prior answers and demonstrate
thorough knowledge of the science concept and questioning. Completes two
required activities

DISTINCTION Answers to justif ication questions provide complete, explicit, well-substantiated

connections with ref erences/prior answers and demonstrate advanced knowledge
of the science concept and questioning. Completes three required activities

HIGH DISTINCTION Answers to justif ication questions provide complete, explicit, well-substantiated
connections with ref erences/prior answers and demonstrate sophisticated
knowledge of the science concept and questioning. Completes all required
 activities

PART C High
Distinction

FAIL Lesson and/or materials is not classroom-ready Answers to justif ication

questions do not provide clear connections to ref erences or Parts A and B in a
clear way, and/or demonstrate lack of knowledge of major science education
theories and principles

PASS Lesson and materials are aligned to grade-level concept and classroom-ready
Answers to justif ication questions provide mostly complete, explicit, well-
substantiated connections with ref erences and Parts A and B, and demonstrate
adequate knowledge of major science education theories and principles

CREDIT Lesson and materials are aligned to grade-level concept and thorough Answers
to justif ication questions provide mostly complete, explicit, well-substantiated
connections with ref erences and Parts A and B, and demonstrate thorough
knowledge of major science education theories and principles

DISTINCTION Lesson and materials are aligned to grade-level concept and advanced Answers
to justif ication questions provide complete, explicit, well-substantiated
connections with ref erences and Parts A and B, and demonstrate advanced
knowledge of major science education theories and principles

HIGH DISTINCTION Lesson and materials are aligned to grade-level concept and sophisticated
Answers to justif ication questions provide complete, explicit, well-substantiated
connections with ref erences and Parts A and B, and demonstrate sophisticated
knowledge of major science education theories and principles

PROF WRIT ING Distinction

FAIL Work lacks structure; little evidence paper has been edited; terminology
inappropriate; f requent spelling/ typographic errors. Poor paraphrasing; over
reliance on quotes; no or inaccurate ref erence list and poor in-text ref erencing;
not submitted to T urnitin or inappropriately high level of matches.

PASS Generally clear; paper/presentation has introduction, body and conclusion;

developed with students voice; sentences coherent and grammatically correct;
within word/time length; some typographic and /or spelling errors. Generally
accurate APA ref erencing; submitted to T urnitin; originality report detects
appropriate percentage of matches. Some appropriate use of evidence but needs
to be better integrated.

CREDIT Well structured and coherent text; ef f ective grammatical expression; adheres to
word/time length; uses appropriate terminology; minor typographic and /or spelling
errors. Mostly accurate APA ref erencing; submitted to T urnitin; originality report
detects appropriate percentage of matches. Analysis well developed with students
voice and supported by literature and research.

DISTINCTION Clear and concise structure; strengthened by relevant research; grammar and
syntax mostly correct; cohesive text within word/time length; discriminating use of
appropriate vocabulary; f ew typographic or spelling errors. Consistently accurate
 APA ref erencing; competent integration of evidence, low percentage f or T urnitin;
originality report detects appropriate percentage of matches.

HIGH DISTINCTION Well structured paper or innovative presentation; explicitly identif ies the key
issues; cohesive, grammatically correct structure; very f ew typographic or spelling
errors. Consistently accurate APA ref erencing; highly competent integration of
evidence, submitted to T urnitin; originality report detects appropriate percentage
of matches..