Assessment rubric (cont) Skill Relevant content Relevant activities Competent Developing at level Needs further Notes description(s) and worksheets development The student can Summarise , from Activity 2 The student analyses The student analyses The student recalls a analyse data to explain students’ own Worksheet 2 data and provides data and provides few facts about light. the results of an investigations and comprehensive reasons/conclusions investigation. secondary sources, reasons/conclusions based on some and use scientific based on a scientific relevant scientific understanding to understanding of light understanding of light identify relationships and how it is produced, and how it is produced, and draw conclusions transmitted, reflected transmitted, reflected and absorbed. and absorbed. The student can See ACSIS145 Activity 3 The student closely The student watches The student watches summarise and record Worksheet 4 watches the teacher’s the teacher’s the teacher’s observations in a data demonstration of a demonstration of a demonstration of a table. range of light bulbs and range of light bulbs and range of light bulbs but summarises summarises most their summary of observations accurately observations. There observations is and concisely. may be some incomplete and/or inaccuracies. inaccurate. The student can list See ACSIS145 above. Activity 4 The student correctly The student identifies With teacher guidance, and identify factors to identifies the factors as the factors as objective the student identifies Activity 5 consider when objective or subjective. or subjective. The factors as objective or Worksheet 6 choosing a light bulb. The student carefully student groups and subjective. The student groups and arranges arranges the factors attempts to group and the factors into a into a concept map that arrange some factors coherent concept map attempts to show the into a concept map. that makes the relationships between The student lists the relationships between them. The student lists factors in priority order them explicit. The the factors in priority but an attempt to justify student lists the factors order with some is unclear. in priority order and justification. clearly justifies choices.
Assessment rubric (cont) Skill Relevant content description(s) Relevant activities and worksheets Competent Developing at level Needs further development Notes The student can analyse data to explain the results of an investigation. Summarise , from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions Activity 2 Worksheet 2 The student analyses data and provides comprehensive reasons/conclusions based on a scientific understanding of light and how it is produced, transmitted, reflected and absorbed. The student analyses data and provides reasons/conclusions based on some relevant scientific understanding of light and how it is produced, transmitted, reflected and absorbed. The student recalls a few facts about light. The student can summarise and record observations in a data table. See ACSIS145 Activity 3 Worksheet 4 The student closely watches the teacher’s demonstration of a range of light bulbs and summarises observations accurately and concisely. The student watches the teacher’s demonstration of a range of light bulbs and summarises most observations. There may be some inaccuracies. The student watches the teacher’s demonstration of a range of light bulbs but their summary of observations is incomplete and/or inaccurate. The student can list and identify factors to consider when choosing a light bulb. See ACSIS145 above. Activity 4 Activity 5 Worksheet 6 The student correctly identifies the factors as objective or subjective. The student carefully groups and arranges the factors into a coherent concept map that makes the relationships between them explicit. The student lists the factors in priority order and clearly justifies choices. The student identifies the factors as objective or subjective. The student groups and arranges the factors into a concept map that attempts to show the relationships between them. The student lists the factors in priority order with some justification. With teacher guidance, the student identifies factors as objective or subjective. The student attempts to group and arrange some factors into a concept map. The student lists the factors in priority order but an attempt to justify is unclear.
unit-of-work-yr8-light-up-the-globe.docx