Science Assessment Guidelines: Student Speak AF3

Level / AF3 Communicating and collaborating in science / Student Speak AF3 Communicating and collaborating in science / Standard File example
3 / Across a range of contexts and practical situations pupils:
·  Present simple scientific data in more than one way, including tables and bar charts
·  Use scientific forms of language when communicating simple scientific ideas, processes or phenomena
·  Identify simple advantages of working together on experiments or investigations / In KS3 science within a variety of different topics / situations you will be able to:
·  Put data (e.g. numbers) in tables
·  Put data (e.g. numbers) into a bar chart
·  Use scientific keywords / symbols / units in all your work e.g. verbally and written
·  List advantages to working together / Pupil B used some scientific forms of language and presented simple scientific data in a table.
4 / Across a range of contexts and practical situations pupils:
·  Select appropriate ways of presenting scientific data
·  Use appropriate scientific forms of language to communicate scientific ideas, processes or phenomena
·  Use scientific and mathematical conventions when communicating information or ideas / In KS3 science within a variety of different topics / situations you will be able to:
·  Put data (e.g. numbers) into the most appropriate table / graph
·  Use the most appropriate scientific keywords / symbols / units in all your work e.g. verbally and written
·  When working out a calculation, show all working, including the initial equation and the final answer with the correct units / Pupil R recorded her results clearly in the table. She produced clear line graphs on her second attempt, following some feedback.
Next steps Work on force diagrams for the stretchy man under different loads, stressing the importance of arrow lengths to represent forces of different magnitudes. Further graph drawing exercises involving producing lines of best fit.
5 / Across a range of contexts and practical situations pupils:
·  Distinguish between opinion and scientific evidence in contexts related to science, and use evidence rather than opinion to support or challenge scientific arguments
·  Decide on the most appropriate formats to present sets of scientific data, such as using line graphs for continuous variables
·  Use appropriate scientific and mathematical conventions and terminology to communicate abstract ideas
·  Suggest how collaborative approaches to specific experiments or investigations may improve the evidence collected / In KS3 science within a variety of different topics / situations you will be able to:
·  Sort information into opinion and / or scientific evidence
·  Use scientific evidence to support or challenge scientific arguments
·  Put data (e.g. numbers) into the most appropriate table / line graph for continuous variables (e.g. time)
·  When working out a calculation, show all working, including the initial equation and the final answer with the correct units (e.g. pressure)
·  Suggest advantages to working together (collaboratively) and how this improves your investigation / evidence collected / This was a rather awkward set of data to represent graphically and Pupil V plotted a graph of the data in a scatter graph format that she devised herself. It shows the spread of data very effectively, together with average class pulse rate and her own results.
Next steps Exercise on using graph drawing software to draw graphs from spreadsheet data.
6 / Across a range of contexts and practical situations pupils:
·  Identify lack of balance in the presentation of information or evidence
·  Choose forms to communicate qualitative or quantitative data appropriate to the data and the purpose of the communication
·  Distinguish between data and information from primary sources, secondary sources and simulations, and present them in the most appropriate form / In KS3 science within a variety of different topics / situations you will be able to:
·  Recognise when presentations / information might be biased (lack balance)
·  Put qualitative (words) or quantitative (numbers) data into the most appropriate table / line graph for the purpose of the communication
·  Tell the difference between data (numbers) and information from primary sources (experiments), secondary sources (books, internet) and simulations (pretend experiments on the computer).
·  Present the data / information (from point 3 above) in the most appropriate form e.g. tables, graphs, diagrams etc. / Pupil J presented quantitative primary and simulated data in an appropriate manner, and made good attempts at drawing smooth best fit lines.
Next steps Measurement of voltage and investigation of current-voltage relationships for different fixed resistors, establishing the relationship between current, voltage and resistance (Ohm’s Law).
7 / Across a range of contexts and practical situations pupils:
·  Explain how information or evidence from various sources may been manipulated in order to influence interpretation
·  Effectively represent abstract ideas using appropriate symbols, flow diagrams and different kinds of graphs in presenting explanations and arguments
·  Explain how scientists with different specialisms and skills have contributed to particular scientific or technological developments / In KS3 science within a variety of different topics / situations you will be able to:
·  Explain why presentations / information might be biased (lack balance)
·  Use the most appropriate symbols, flow diagrams and different kinds of graphs when presenting explanations and arguments
·  Explain how different scientists e.g. astronauts, engineers, microbiologists, chemists have contributed to particular scientific or technological developments e.g. international space station, green cars, CERN etc / Pupil D showed that he could produce graphs proficiently, recognising that a graph helps to reveal an overall pattern and making a thoughtful assessment of the pattern in this case.
Next steps Consideration of methods to reduce measurement errors in such an investigation, such as using dataloggers and light gates. Graph extrapolation exercises to predict results from an established relationship between two variables.
8 / Across a range of contexts and practical situations pupils:
·  Critically evaluate information and evidence from various sources, explaining limitations, misrepresentation or lack of balance
·  Present robust and well structured explanations, arguments or counter arguments in a variety of ways
·  Suggest the specialisms and skills that would be needed to solve particular scientific problems or to generate particular new scientific or technological developments / In KS3 science within a variety of different topics / situations you will be able to:
·  Critically (find fault with) evaluate presentations / information / evidence from various sources (e.g. books, newspapers, adverts, internet etc) and explain the limitations, misrepresentations or why the information might be biased (lack balance)
·  Present robust and well structured explanations, arguments or counter arguments in a variety of ways
·  Suggest which type of scientist and the skills they would need to solve particular scientific problems or to generate particular new scientific or technological developments / Pupil P looked at a wide selection of resources and gathered quotes from them. She critically evaluated the information sources and identified possible areas of misinterpretation and imbalance. She suggested a major limitation in that the writers were making assertions based on inadequate evidence.
Next steps Exploring views of local farmers. Class debate on organic versus conventional farming methods