Assessment Information

Focused and frequent criterion-related assessments of student skills and knowledge occurs based on the objectives of each subject. These objectives are grouped into 4 criterion which are unique to a subject area. Each of these criterion are assessed several times throughout the year in order for students to show growth in their acquisition of a subject’s knowledge, skills and understandings.

Formative assessment or feedback is undertaken throughout instruction and is greatly valued to guide students in meeting the objectives and requirements of the assigned tasks, while more formal summative assessments are varied in natural, are given at appropriate times throughout the units of work and are based on the subject’s objectives. The latter are considered when determining a subject’s grade out of 7 which is reported as a progress report in Jan. and as a final report in June.

A child’s performance in both formative and summative tasks is available on Managebac.

Science Assessment Criteria Descriptions:

A. Knowledge and understanding : Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments.

B. Inquiring and Designing : Students develop intellectual and practical skills through designing, analysing and performing scientific investigations.

C. Processing and Evaluating: Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached.

D. Reflecting on the Impacts of Science: Students evaluate the implications of scientific developments and their applications to a specific problem or issue. Varied scientific language is applied to demonstrate understanding. Students should become aware of the importance of documenting the work of others when communicating in science.

General Science Subject Assessment Rubrics

Task specific asssessment rubrics are based on the following general MYP criteria assessment rubrics:

• Gr. 6 Science Objectives & Criteria Assessment Descriptors
• Gr. 7,8 Science Objectives & Criteria Assessment Descriptors
• Gr. 9,10 Science Objectives & Criteria Assessment Descriptors

Assessment Command Terms & Definitions

Command terms & Definitions

• Analyse: Break down in order to bring out the essential elements or structure. (To identify parts and relationships, and to interpret information to reach conclusions.)
• Annotate: Add brief notes to a diagram or graph.
• Apply: Use knowledge and understanding in response to a given situation or real circumstances. Use an idea, equation, principle, theory or law in relation to a given problem or issue.
• Calculate: Obtain a numerical answer showing the relevant stages in the working.
• Classify: Arrange or order by class or category.
• Comment: Give a judgment based on a given statement or result of a calculation.
• Construct: Display information in a diagrammatic or logical form.
• Define: Give the precise meaning of a word, phrase, concept or physical quantity.
• Demonstrate: Make clear by reasoning or evidence, illustrating with examples or practical application.
• Describe: Give a detailed account or picture of a situation, event, pattern or process.
• Design: Produce a plan, simulation or model.
• Determine: Obtain the only possible answer.
• Discuss: Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
• Document: Credit sources of information used by referencing (or citing), following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.
• Draw: Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
• Estimate: Obtain an approximate value for an unknown quantity.
• Evaluate: Make an appraisal by weighing up the strengths and limitations.
• Explain: Give a detailed account including reasons and causes. (See also “Justify”.)
• Find: Obtain an answer showing relevant stages in the working.
• Formulate: Express precisely and systematically the relevant concept(s) or argument(s).
• Identify: Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.
• Interpret: Use knowledge and understanding to recognize trends and draw conclusions from given information.
• Justify: Give valid reasons or evidence to support an answer or conclusion. (See also “Explain”).
• Label: Add title, labels or brief explanation(s) to a diagram or graph.
• List: Give a sequence of brief answers with no explanation.
• Measure: Obtain a value for a quantity.
• Organize: Put ideas and information into a proper or systematic order.
• Outline: Give a brief account or summary.
• Plot: Mark the position of points on a diagram.
• Present: Offer for display, observation, examination or consideration.
• Recall: Remember or recognize from prior learning experiences.
• Select: Choose from a list or group.
• Show: Give the steps in a calculation or derivation.
• Sketch: Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
• Solve: Obtain the answer(s) using appropriate methods.
• State: Give a specific name, value or other brief answer without explanation or calculation.
• Suggest: Propose a solution, hypothesis or other possible answer.
• Summarize: Abstract a general theme or major point(s).
• Verify: Provide evidence that validates the result.
• Write down: Obtain the answer(s), usually by extracting information. Little or no calculation is required. Working does not need to be shown.