CRITERIA ASSESSMENT for Chemical & Physical Change Journal

Name of Student - / Name of Unit - / Year Level 6 / Date –term 1, 2012
Criteria / Descriptors - The student work demonstrates evidence of:
Very High -A / High-B / Sound-C / Limited-D / Very Limited-E
Students work demonstrates evidence of:
Science Understanding Changes to materials can be reversible, such as melting, freezing, evaporating; or irreversible, such as burning and rusting (ACSSU095) / Accurate record of observations, experiences and reflections relating to chemical and physical change. / Comprehensive knowledge and understanding of concepts, facts and procedures / Thorough knowledge and understanding of concepts, facts and procedures / Satisfactory knowledge and understanding of concepts, facts and procedures / Variable knowledge and understanding of concepts, facts and procedures / Rudimentary knowledge and understanding of concepts, facts and procedures
Science as a human endeavor
Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives. (ACSHE100) / Being able to reflect on learning, how ideas change and how new knowledge can be used to solve problems that directly affect peoples’ lives. / Discerning analysis and evaluation to draw well- reasoned conclusions / Logical analysis and evaluation to draw reasoned conclusions / Relevant analysis and evaluation to draw credible conclusions / Narrow analysis and evaluation to propose obvious conclusions / Cursory analysis and evaluation to propose conclusions
Science Inquiry skills
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
Communicate ideas, explanations and processes in a variety of ways.(ACSIS110) / KWL (of what has been learned), entries demonstrating detailed observations of scientific investigations, reflections on learning. / Clear and accurate communication using illustrations, representations and terminology
Perceptive reflection on science investigations, values, perspectives and learning / Coherent and accurate communication using illustrations
Informed reflection on science investigations / Sound communication using illustrations
Relevant reflection on science investigations / Disjointed communication using some illustrations
Superficial reflection on science investigations / Unclear communication using some illustrations and representations and terminology
Cursory reflection on science investigations, values, perspectives and learning
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