Assessment standards

We know this when the learner:

• Plans investigations: Identifies factors to be considered in investigations and plans ways to collect data on them, across a range of values.
Achievement is evident when the learner, for example,
• modifies a vague question to make it testable;
• discusses suitable headings of instruments (e.g. tables, interview schedules) which will be needed to record data while working;
• identifies factors which may be important to the investigation.
• Conducts investigations and collects data: Collects and records information as accurately as equipment permits and investigation purposes require.
Achievement is evident when the learner, for example,
• reviews data-collecting procedures during the investigation (e.g.varies the independent variable systematically while collecting data on the dependent variable);
• sees the need to use measuring instruments, and does so with reasonable accuracy.
• Evaluates data and communicates findings: Considers the extent to which the conclusions reached are reasonable answers to the focus question of the investigation.
Achievement is evident when the learner, for example,
• lists items of evidence supporting the finding;
• describes how the plan and data collection procedure was checked against the focus question;
• considers factors in the group which might have affected their data.

Assessment standards

We know this when the learner:

• Recalls meaningful information: At the minimum, recalls procedures, processes and complex facts.
Achievement is evident when the learner, for example,
• describes some symbiotic relationships among living things;
• describes the steps in separating alcohol and water;
• makes and uses a model of a flower to explain how the parts (e.g.petals, sepals, anthers, stigma) enable the functions of pollination and fertilisation.
• Categorises information: Applies classification systems to familiar and unfamiliar objects, events, organisms and materials.
Achievement is evident when the learner, for example,
• uses a simple classification system to group root types of plants, including unfamiliar species,and link them to dicotyledon vs. monocotyledon classification;
• recalls and correctly applies classifications (e.g. mammals vs. birds, fish, reptiles and amphibians; metals vs.non-metals; insulators vs. conductors; planets vs. stars).
• Interprets information: Interprets information by translating tabulated data into graphs, by reading data off graphs, and by making predictions from patterns.
Achievement is evident when the learner, for example,
• annotates diagrams by interpreting text passages about the topic;
• draws graphs of population growth over time, from data provided in a table;
• studies photographs of fossil animals and makes inferences about their ways of feeding and moving;
• generates own sentences about relationships (e.g. of the type ‘if you change X, then Y changes also’).
• Applies knowledge: Applies conceptual knowledge to somewhat unfamiliar situations by referring to appropriate concepts and processes.
Achievement is evident when the learner, for example,
• explains why a thermal insulator keeps cold objects cold as well as keeping hot items hot;
• applies the concept of saturation to explain why a crystal growing in solutions begins to shrink if the water is warmed;
• writes a story about survival from the point of view of an animal in the middle of a food chain in a natural habitat, a garden or a farm.

Assessment standards

We know this when the learner:

• Understands science as a human endeavour: Identifies ways in which people build confidence in their knowledge systems.
Achievement is evident when the learner, for example,
• replicates an interesting investigation and findings of a learner at another school;
• reports on difficulties that scientists have had in clarifying ideas and dealing with doubts;
• describes ways in which traditional wisdom is accumulated and passed on.
• Understands sustainable use of the earth’s resources: Identifies information required to make a judgement about resource use.
Achievement is evident when the learner, for example,
• plans and carries out an audit of all uses of water around the school premises (including gardening, car-washing and drinking), and develops an implementation plan to improve water management in the school;
• conducts a waste-production audit at the school, analysing types of waste, their sources, potential health hazards, and whether or not the waste is biodegradable.