SlideShare a Scribd company logo
NATURAL SCIENCE 
Assessment Criteria
Assessment for YEAR 3 science course of the programme is criterion-related, 
based on four equally weighted assessment criteria. 
Criterion A Knowing and understanding Maximum 8 
Criterion B Inquiring and designing Maximum 8 
Criterion C Processing and evaluating Maximum 8 
Criterion D Reflecting on the impacts of science Maximum 8 
In the MYP, subject group objectives correspond to assessment criteria. Each 
criterion has nine possible levels of achievement (0–8), divided into four bands 
that generally represent limited (1–2); adequate (3–4);substantial (5–6); and 
excellent (7–8) performance. Each band has its own unique descriptor which 
teachers use to make “best-fit” judgments about students’ progress and 
achievement.
Criterion A: Knowing and understanding Maximum 8 
At the end of year 3, students should be able to: 
i. describe scientific knowledge 
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar 
situations 
iii. analyse information to make scientifically supported judgments. 
Achievement 
level 
Level descriptor 
0 The student does not reach a standard indicated by any of the descriptors below. 
1-2 
The student is able to: 
i. . recall scientific knowledge 
ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations 
iii. . apply information to make judgments. 
3-4 
The student is able to: 
i. . state scientific knowledge 
ii. apply scientific knowledge and understanding to solve problems set in familiar situations 
iii. . apply information to make scientifically supported judgments. 
5-6 
The student is able to: 
i. . outline scientific knowledge 
ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest 
solutions to problems set in unfamiliar situations 
iii. . interpret information to make scientifically supported judgments. 
7-8 
The student is able to: 
i. . describe scientific knowledge 
ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations 
iii. . analyse information to make scientifically supported judgments.
Criterion B: Inquiring and designing Maximum 8 
At the end of year 3, students should be able to: 
i. describe a problem or question to be tested by a scientific investigation 
ii. outline a testable hypothesis and explain it using scientific reasoning 
iii. describe how to manipulate the variables, and describe how data will be collected 
iv. design scientific investigations. 
Achievement 
level 
Level descriptor 
0 The student does not reach a standard indicated by any of the descriptors below. 
1-2 
The student is able to: 
i. state a problem or question to be tested by a scientific investigation, with limited success 
ii. state a testable hypothesis 
iii. state the variables 
iv. design a method, with limited success. 
3-4 
The student is able to: 
i. state a problem or question to be tested by a scientific investigation 
ii. outline a testable hypothesis using scientific reasoning 
iii. outline how to manipulate the variables, and state how relevant data will be collected 
iv. design a safe method in which he or she selects materials and equipment. 
5-6 
The student is able to: 
i. outline a problem or question to be tested by a scientific investigation 
ii. outline and explain a testable hypothesis using scientific reasoning 
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected 
iv. design a complete and safe method in which he or she selects appropriate materials and equipment. 
7-8 
The student is able to: 
i. describe a problem or question to be tested by a scientific investigation 
ii. outline and explain a testable hypothesis using correct scientific reasoning 
iii. describe how to manipulate the variables, and describe how sufficient relevant data will be collected 
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
Criterion C: Processing and evaluating Maximum 8 
At the end of year 3, students should be able to: 
i. present collected and transformed data 
ii. interpret data and describe results using scientific reasoning 
iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation 
iv. discuss the validity of the method 
v. describe improvements or extensions to the method. 
Achievement 
level 
Level descriptor 
0 The student does not reach a standard indicated by any of the descriptors below. 
1-2 
The student is able to: 
i. collect and present data in numerical and/or visual forms 
ii. accurately interpret data 
iii. state the validity of a hypothesis with limited reference to a scientific investigation 
iv. state the validity of the method with limited reference to a scientific investigation 
v. state limited improvements or extensions to the method. 
3-4 
The student is able to: 
i. correctly collect and present data in numerical and/or visual forms 
ii. accurately interpret data and describe results 
iii. state the validity of a hypothesis based on the outcome of a scientific investigation 
iv. state the validity of the method based on the outcome of a scientific investigation 
v. state improvements or extensions to the method that would benefit the scientific investigation. 
5-6 
The student is able to: 
i. correctly collect, organize and present data in numerical and/or visual forms 
ii. accurately interpret data and describe results using scientific reasoning 
iii. outline the validity of a hypothesis based on the outcome of a scientific investigation 
iv. outline the validity of the method based on the outcome of a scientific investigation 
v. outline improvements or extensions to the method that would benefit the scientific investigation. 
7-8 
The student is able to: 
i. correctly collect, organize, transform and present data in numerical and/ or visual forms 
ii. accurately interpret data and describe results using correct scientific reasoning 
iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation 
iv. discuss the validity of the method based on the outcome of a scientific investigation 
v. describe improvements or extensions to the method that would benefit the scientific investigation.
Criterion D: Reflecting on the impacts of science Maximum 8 
At the end of year 3, students should be able to: 
i. describe the ways in which science is applied and used to address a specific problem or issue 
ii. discuss and analyse the various implications of using science and its application in solving a specific problem or issue 
iii. apply scientific language effectively 
iv. document the work of others and sources of information used. 
Achievement 
level 
Level descriptor 
0 The student does not reach a standard indicated by any of the descriptors below. 
1-2 
The student is able to: 
i. . state the ways in which science is used to address a specific problem or issue 
ii. . state the implications of the use of science to solve a specific problem or issue, interacting with a factor 
iii. . apply scientific language to communicate understanding but does so with limited success 
iv. document sources, with limited success. 
3-4 
The student is able to: 
i. . outline the ways in which science is used to address a specific problem or issue 
ii. . outline the implications of using science to solve a specific problem or issue, interacting with a factor 
iii. . sometimes apply scientific language to communicate understanding 
iv. . sometimes document sources correctly. 
5-6 
The student is able to: 
i. .summarize the ways in which science is applied and used to address aspecific problem or issue 
ii. . describe the implications of using science and its application to solve a specific problem or issue, interacting 
with a factor 
iii. . usually apply scientific language to communicate understanding clearly and precisely 
iv. usually document sources correctly. 
7-8 
The student is able to: 
i. .describe the ways in which science is applied and used to address a specific problem or issue 
ii. . discuss and analyse the implications of using science and its application to solve a specific problem or issue, 
interacting with a factor 
iii. . consistently apply scientific language to communicate understanding clearly and precisely 
iv. document sources completely.

More Related Content

What's hot

1st.measurments summary
1st.measurments summary1st.measurments summary
1st.measurments summary
darinamitkova
 
The ACT Test
The ACT TestThe ACT Test
The ACT Test
shugal
 
MS Preparation Guide (Updated: 2021)
MS Preparation Guide (Updated: 2021)MS Preparation Guide (Updated: 2021)
MS Preparation Guide (Updated: 2021)
Sukhada Ghewari
 
Assessment of learning1
Assessment of learning1Assessment of learning1
Assessment of learning1
jo fernand gragasin
 
Types of tasks in an english language test
Types of tasks in an english language testTypes of tasks in an english language test
Types of tasks in an english language test
Siwar Bdioui
 
Analyzing and Using Test Item Data
Analyzing and Using Test Item DataAnalyzing and Using Test Item Data
Analyzing and Using Test Item Data
jasper gaboc
 
QUESTIONNAIRE RESEARCH PROPOSAL
QUESTIONNAIRE RESEARCH PROPOSALQUESTIONNAIRE RESEARCH PROPOSAL
QUESTIONNAIRE RESEARCH PROPOSAL
Mohd Farol Mohd Faudzi
 
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
Instituto Nacional de Evaluación Educativa
 
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
A Jorge Garcia
 
Administering, Analyzing, and Improving the Test or Assessment
Administering, Analyzing, and Improving the Test or AssessmentAdministering, Analyzing, and Improving the Test or Assessment
Administering, Analyzing, and Improving the Test or Assessment
Nema Grace Medillo
 
Nat faq
Nat faqNat faq
Nat faq
lisa licup
 
5th year subject choice 2018
5th year subject choice 20185th year subject choice 2018
5th year subject choice 2018
jenright1
 
Alternative response
Alternative responseAlternative response
Alternative response
Cathy Flores
 

What's hot (13)

1st.measurments summary
1st.measurments summary1st.measurments summary
1st.measurments summary
 
The ACT Test
The ACT TestThe ACT Test
The ACT Test
 
MS Preparation Guide (Updated: 2021)
MS Preparation Guide (Updated: 2021)MS Preparation Guide (Updated: 2021)
MS Preparation Guide (Updated: 2021)
 
Assessment of learning1
Assessment of learning1Assessment of learning1
Assessment of learning1
 
Types of tasks in an english language test
Types of tasks in an english language testTypes of tasks in an english language test
Types of tasks in an english language test
 
Analyzing and Using Test Item Data
Analyzing and Using Test Item DataAnalyzing and Using Test Item Data
Analyzing and Using Test Item Data
 
QUESTIONNAIRE RESEARCH PROPOSAL
QUESTIONNAIRE RESEARCH PROPOSALQUESTIONNAIRE RESEARCH PROPOSAL
QUESTIONNAIRE RESEARCH PROPOSAL
 
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
Educar en el s XXI. UIMP 2013. Teacher Credentials and Student Achievement in...
 
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION
 
Administering, Analyzing, and Improving the Test or Assessment
Administering, Analyzing, and Improving the Test or AssessmentAdministering, Analyzing, and Improving the Test or Assessment
Administering, Analyzing, and Improving the Test or Assessment
 
Nat faq
Nat faqNat faq
Nat faq
 
5th year subject choice 2018
5th year subject choice 20185th year subject choice 2018
5th year subject choice 2018
 
Alternative response
Alternative responseAlternative response
Alternative response
 

Viewers also liked

Myp intro 2014 unit 3 2º
Myp intro 2014 unit 3 2ºMyp intro 2014 unit 3 2º
Myp intro 2014 unit 3 2º
aimorales
 
MYP Introduction 2014
MYP Introduction 2014MYP Introduction 2014
MYP Introduction 2014
aimorales
 
Introducción pai unit 2 1º 2014
Introducción pai unit 2 1º 2014Introducción pai unit 2 1º 2014
Introducción pai unit 2 1º 2014
aimorales
 
Energy sources
Energy sourcesEnergy sources
Energy sources
aimorales
 
Myp intro 2014 unit 2 2º
Myp intro 2014 unit 2 2ºMyp intro 2014 unit 2 2º
Myp intro 2014 unit 2 2º
aimorales
 
Project guidelines
Project guidelinesProject guidelines
Project guidelines
Ana Morales Santos
 
ynnoova: Actualidad en el Mundo
ynnoova: Actualidad en el Mundoynnoova: Actualidad en el Mundo
ynnoova: Actualidad en el Mundo
International School of Monterey
 
Heat transfer
Heat transferHeat transfer
Heat transfer
aimorales
 
Ppt scientific method
Ppt scientific methodPpt scientific method
Ppt scientific method
aimorales
 
Introducción 1º
Introducción 1ºIntroducción 1º
Introducción 1º
aimorales
 
Cells
CellsCells
Cells
aimorales
 
Heat
HeatHeat
Heat
aimorales
 
Temperature
TemperatureTemperature
Temperature
aimorales
 
Unit 1 MYP intro 1º
Unit 1 MYP intro 1º Unit 1 MYP intro 1º
Unit 1 MYP intro 1º
aimorales
 
Energy characteristics
Energy characteristicsEnergy characteristics
Energy characteristics
aimorales
 
Myp unit 3 introduction 2º
Myp unit 3 introduction 2ºMyp unit 3 introduction 2º
Myp unit 3 introduction 2º
aimorales
 
Myp introduction unit 4
Myp introduction unit 4Myp introduction unit 4
Myp introduction unit 4
aimorales
 
Design in the IB Middle Year Program (MYP)
Design in the IB Middle Year Program (MYP)Design in the IB Middle Year Program (MYP)
Design in the IB Middle Year Program (MYP)
International School of Monterey
 
Mineral Properties 2016
Mineral Properties 2016Mineral Properties 2016
Mineral Properties 2016
Ana Morales Santos
 
MYP Technology: An Integrated Approach
MYP Technology: An Integrated ApproachMYP Technology: An Integrated Approach
MYP Technology: An Integrated Approach
metzy
 

Viewers also liked (20)

Myp intro 2014 unit 3 2º
Myp intro 2014 unit 3 2ºMyp intro 2014 unit 3 2º
Myp intro 2014 unit 3 2º
 
MYP Introduction 2014
MYP Introduction 2014MYP Introduction 2014
MYP Introduction 2014
 
Introducción pai unit 2 1º 2014
Introducción pai unit 2 1º 2014Introducción pai unit 2 1º 2014
Introducción pai unit 2 1º 2014
 
Energy sources
Energy sourcesEnergy sources
Energy sources
 
Myp intro 2014 unit 2 2º
Myp intro 2014 unit 2 2ºMyp intro 2014 unit 2 2º
Myp intro 2014 unit 2 2º
 
Project guidelines
Project guidelinesProject guidelines
Project guidelines
 
ynnoova: Actualidad en el Mundo
ynnoova: Actualidad en el Mundoynnoova: Actualidad en el Mundo
ynnoova: Actualidad en el Mundo
 
Heat transfer
Heat transferHeat transfer
Heat transfer
 
Ppt scientific method
Ppt scientific methodPpt scientific method
Ppt scientific method
 
Introducción 1º
Introducción 1ºIntroducción 1º
Introducción 1º
 
Cells
CellsCells
Cells
 
Heat
HeatHeat
Heat
 
Temperature
TemperatureTemperature
Temperature
 
Unit 1 MYP intro 1º
Unit 1 MYP intro 1º Unit 1 MYP intro 1º
Unit 1 MYP intro 1º
 
Energy characteristics
Energy characteristicsEnergy characteristics
Energy characteristics
 
Myp unit 3 introduction 2º
Myp unit 3 introduction 2ºMyp unit 3 introduction 2º
Myp unit 3 introduction 2º
 
Myp introduction unit 4
Myp introduction unit 4Myp introduction unit 4
Myp introduction unit 4
 
Design in the IB Middle Year Program (MYP)
Design in the IB Middle Year Program (MYP)Design in the IB Middle Year Program (MYP)
Design in the IB Middle Year Program (MYP)
 
Mineral Properties 2016
Mineral Properties 2016Mineral Properties 2016
Mineral Properties 2016
 
MYP Technology: An Integrated Approach
MYP Technology: An Integrated ApproachMYP Technology: An Integrated Approach
MYP Technology: An Integrated Approach
 

Similar to Assessment criteria nc 2014 2º

Laboratory activity take action! observing energy use
Laboratory activity   take action! observing energy useLaboratory activity   take action! observing energy use
Laboratory activity take action! observing energy use
Armand Anthony
 
AS biology. Unit 1. Introduction.
AS biology. Unit 1. Introduction. AS biology. Unit 1. Introduction.
AS biology. Unit 1. Introduction.
Veronica Vasquez
 
PR2 Q2 3rd week.docx
PR2 Q2 3rd week.docxPR2 Q2 3rd week.docx
PR2 Q2 3rd week.docx
maryann165675
 
Laboratory activity i've got the power
Laboratory activity   i've got the powerLaboratory activity   i've got the power
Laboratory activity i've got the power
Armand Anthony
 
Shs applied research-1-cg
Shs applied research-1-cgShs applied research-1-cg
Shs applied research-1-cg
Dep ed
 
Shs applied research-1-cg
Shs applied research-1-cgShs applied research-1-cg
Shs applied research-1-cg
kath_lene
 
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docxSPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
Richard Gamaliel Cortez
 
Talented and gifted standards and elements matrix
Talented and gifted standards and elements matrixTalented and gifted standards and elements matrix
Talented and gifted standards and elements matrix
jchswellmaker
 
PRACTICAL RESEARCH 1 WEEK 2 DLL.docx
PRACTICAL RESEARCH 1 WEEK 2 DLL.docxPRACTICAL RESEARCH 1 WEEK 2 DLL.docx
PRACTICAL RESEARCH 1 WEEK 2 DLL.docx
christina sereno
 
Shs applied research 2 cg
Shs applied research 2 cgShs applied research 2 cg
Shs applied research 2 cg
Live Angga
 
Independent gas laws investigation
Independent gas laws investigationIndependent gas laws investigation
Independent gas laws investigation
Brad Kremer
 
FS 5 - Episode 4
FS 5 - Episode 4FS 5 - Episode 4
FS 5 - Episode 4
kenneth Clar
 
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptxFOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
Rampulamaryjane
 
SHS Contextualized_Research in Daily Life 2 CG.pdf
SHS Contextualized_Research in Daily Life 2 CG.pdfSHS Contextualized_Research in Daily Life 2 CG.pdf
SHS Contextualized_Research in Daily Life 2 CG.pdf
KarchMorillo1
 
MYP Science Year 4-5 Criterion A Rubric
MYP Science Year 4-5 Criterion A RubricMYP Science Year 4-5 Criterion A Rubric
MYP Science Year 4-5 Criterion A Rubric
Brad Kremer
 
Content organizer the history of humanity as energy user
Content organizer   the history of humanity as energy userContent organizer   the history of humanity as energy user
Content organizer the history of humanity as energy user
Armand Anthony
 
pr2 dll week 1.docx
pr2 dll week 1.docxpr2 dll week 1.docx
pr2 dll week 1.docx
JennyRoseRabang
 
alexa angel p-8.pptx
alexa angel p-8.pptxalexa angel p-8.pptx
alexa angel p-8.pptx
JenaArgoso
 
Laboratory activity calculating work done
Laboratory activity   calculating work doneLaboratory activity   calculating work done
Laboratory activity calculating work done
Armand Anthony
 
Teacher-Ed.pptx
Teacher-Ed.pptxTeacher-Ed.pptx
Teacher-Ed.pptx
BabanKo
 

Similar to Assessment criteria nc 2014 2º (20)

Laboratory activity take action! observing energy use
Laboratory activity   take action! observing energy useLaboratory activity   take action! observing energy use
Laboratory activity take action! observing energy use
 
AS biology. Unit 1. Introduction.
AS biology. Unit 1. Introduction. AS biology. Unit 1. Introduction.
AS biology. Unit 1. Introduction.
 
PR2 Q2 3rd week.docx
PR2 Q2 3rd week.docxPR2 Q2 3rd week.docx
PR2 Q2 3rd week.docx
 
Laboratory activity i've got the power
Laboratory activity   i've got the powerLaboratory activity   i've got the power
Laboratory activity i've got the power
 
Shs applied research-1-cg
Shs applied research-1-cgShs applied research-1-cg
Shs applied research-1-cg
 
Shs applied research-1-cg
Shs applied research-1-cgShs applied research-1-cg
Shs applied research-1-cg
 
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docxSPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
SPS-GRADE-7-ELECTIVE-SCIENCE-RESEARCH-V2-1.docx
 
Talented and gifted standards and elements matrix
Talented and gifted standards and elements matrixTalented and gifted standards and elements matrix
Talented and gifted standards and elements matrix
 
PRACTICAL RESEARCH 1 WEEK 2 DLL.docx
PRACTICAL RESEARCH 1 WEEK 2 DLL.docxPRACTICAL RESEARCH 1 WEEK 2 DLL.docx
PRACTICAL RESEARCH 1 WEEK 2 DLL.docx
 
Shs applied research 2 cg
Shs applied research 2 cgShs applied research 2 cg
Shs applied research 2 cg
 
Independent gas laws investigation
Independent gas laws investigationIndependent gas laws investigation
Independent gas laws investigation
 
FS 5 - Episode 4
FS 5 - Episode 4FS 5 - Episode 4
FS 5 - Episode 4
 
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptxFOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
FOR-SLIDE-13_assessment_in_the_k_to_12_basic_education_program_april_1-2.pptx
 
SHS Contextualized_Research in Daily Life 2 CG.pdf
SHS Contextualized_Research in Daily Life 2 CG.pdfSHS Contextualized_Research in Daily Life 2 CG.pdf
SHS Contextualized_Research in Daily Life 2 CG.pdf
 
MYP Science Year 4-5 Criterion A Rubric
MYP Science Year 4-5 Criterion A RubricMYP Science Year 4-5 Criterion A Rubric
MYP Science Year 4-5 Criterion A Rubric
 
Content organizer the history of humanity as energy user
Content organizer   the history of humanity as energy userContent organizer   the history of humanity as energy user
Content organizer the history of humanity as energy user
 
pr2 dll week 1.docx
pr2 dll week 1.docxpr2 dll week 1.docx
pr2 dll week 1.docx
 
alexa angel p-8.pptx
alexa angel p-8.pptxalexa angel p-8.pptx
alexa angel p-8.pptx
 
Laboratory activity calculating work done
Laboratory activity   calculating work doneLaboratory activity   calculating work done
Laboratory activity calculating work done
 
Teacher-Ed.pptx
Teacher-Ed.pptxTeacher-Ed.pptx
Teacher-Ed.pptx
 

More from aimorales

La geosfera
La geosferaLa geosfera
La geosfera
aimorales
 
Introducción 1ºESO
Introducción 1ºESOIntroducción 1ºESO
Introducción 1ºESO
aimorales
 
Covid 19 mitos y preguntas
Covid 19 mitos y preguntasCovid 19 mitos y preguntas
Covid 19 mitos y preguntas
aimorales
 
Embryonic development
Embryonic developmentEmbryonic development
Embryonic development
aimorales
 
Presentación anuncios tabaco
Presentación anuncios tabacoPresentación anuncios tabaco
Presentación anuncios tabaco
aimorales
 
Ejemplos contrapublicidad Clase sin Humo
Ejemplos contrapublicidad Clase sin HumoEjemplos contrapublicidad Clase sin Humo
Ejemplos contrapublicidad Clase sin Humo
aimorales
 
Anaya interaction function process
Anaya  interaction function processAnaya  interaction function process
Anaya interaction function process
aimorales
 
Anaya interaction in plants
Anaya interaction in plantsAnaya interaction in plants
Anaya interaction in plants
aimorales
 
Biomes
BiomesBiomes
Biomes
aimorales
 
Mussel dissection
Mussel dissectionMussel dissection
Mussel dissection
aimorales
 
How to write a science essay
How to write a science essayHow to write a science essay
How to write a science essay
aimorales
 
Ppt scientific method no variables
Ppt scientific method no variablesPpt scientific method no variables
Ppt scientific method no variables
aimorales
 
Estados de la materia
Estados de la materiaEstados de la materia
Estados de la materia
aimorales
 
Elementos
ElementosElementos
Elementos
aimorales
 
Tabla periódica
Tabla periódicaTabla periódica
Tabla periódica
aimorales
 
áTomos y moléculas
áTomos y moléculasáTomos y moléculas
áTomos y moléculas
aimorales
 
Atmósfera
AtmósferaAtmósfera
Atmósfera
aimorales
 
Hidrosfera
HidrosferaHidrosfera
Hidrosfera
aimorales
 
Rocas metamórficas
Rocas metamórficasRocas metamórficas
Rocas metamórficas
aimorales
 
Rocas sedimentarias
Rocas sedimentariasRocas sedimentarias
Rocas sedimentarias
aimorales
 

More from aimorales (20)

La geosfera
La geosferaLa geosfera
La geosfera
 
Introducción 1ºESO
Introducción 1ºESOIntroducción 1ºESO
Introducción 1ºESO
 
Covid 19 mitos y preguntas
Covid 19 mitos y preguntasCovid 19 mitos y preguntas
Covid 19 mitos y preguntas
 
Embryonic development
Embryonic developmentEmbryonic development
Embryonic development
 
Presentación anuncios tabaco
Presentación anuncios tabacoPresentación anuncios tabaco
Presentación anuncios tabaco
 
Ejemplos contrapublicidad Clase sin Humo
Ejemplos contrapublicidad Clase sin HumoEjemplos contrapublicidad Clase sin Humo
Ejemplos contrapublicidad Clase sin Humo
 
Anaya interaction function process
Anaya  interaction function processAnaya  interaction function process
Anaya interaction function process
 
Anaya interaction in plants
Anaya interaction in plantsAnaya interaction in plants
Anaya interaction in plants
 
Biomes
BiomesBiomes
Biomes
 
Mussel dissection
Mussel dissectionMussel dissection
Mussel dissection
 
How to write a science essay
How to write a science essayHow to write a science essay
How to write a science essay
 
Ppt scientific method no variables
Ppt scientific method no variablesPpt scientific method no variables
Ppt scientific method no variables
 
Estados de la materia
Estados de la materiaEstados de la materia
Estados de la materia
 
Elementos
ElementosElementos
Elementos
 
Tabla periódica
Tabla periódicaTabla periódica
Tabla periódica
 
áTomos y moléculas
áTomos y moléculasáTomos y moléculas
áTomos y moléculas
 
Atmósfera
AtmósferaAtmósfera
Atmósfera
 
Hidrosfera
HidrosferaHidrosfera
Hidrosfera
 
Rocas metamórficas
Rocas metamórficasRocas metamórficas
Rocas metamórficas
 
Rocas sedimentarias
Rocas sedimentariasRocas sedimentarias
Rocas sedimentarias
 

Recently uploaded

SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
zuzanka
 
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N’ Roll Records by Ismael Vazquez.Bossa N’ Roll Records by Ismael Vazquez.
Bossa N’ Roll Records by Ismael Vazquez.
IsmaelVazquez38
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
nitinpv4ai
 
Haunted Houses by H W Longfellow for class 10
Haunted Houses by H W Longfellow for class 10Haunted Houses by H W Longfellow for class 10
Haunted Houses by H W Longfellow for class 10
nitinpv4ai
 
Pharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brubPharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brub
danielkiash986
 
The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
heathfieldcps1
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
deepaannamalai16
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
سمير بسيوني
 
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
ImMuslim
 
Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)
nitinpv4ai
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
haiqairshad
 
How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17
Celine George
 
Skimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S EliotSkimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S Eliot
nitinpv4ai
 
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
indexPub
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
Steve Thomason
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
EduSkills OECD
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
PsychoTech Services
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
MJDuyan
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
Iris Thiele Isip-Tan
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
JomonJoseph58
 

Recently uploaded (20)

SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptxSWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
 
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N’ Roll Records by Ismael Vazquez.Bossa N’ Roll Records by Ismael Vazquez.
Bossa N’ Roll Records by Ismael Vazquez.
 
Bonku-Babus-Friend by Sathyajith Ray (9)
Bonku-Babus-Friend by Sathyajith Ray  (9)Bonku-Babus-Friend by Sathyajith Ray  (9)
Bonku-Babus-Friend by Sathyajith Ray (9)
 
Haunted Houses by H W Longfellow for class 10
Haunted Houses by H W Longfellow for class 10Haunted Houses by H W Longfellow for class 10
Haunted Houses by H W Longfellow for class 10
 
Pharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brubPharmaceutics Pharmaceuticals best of brub
Pharmaceutics Pharmaceuticals best of brub
 
The basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptxThe basics of sentences session 7pptx.pptx
The basics of sentences session 7pptx.pptx
 
Standardized tool for Intelligence test.
Standardized tool for Intelligence test.Standardized tool for Intelligence test.
Standardized tool for Intelligence test.
 
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdfمصحف القراءات العشر   أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
 
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
 
Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)Oliver Asks for More by Charles Dickens (9)
Oliver Asks for More by Charles Dickens (9)
 
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skillsspot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
 
How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17How Barcodes Can Be Leveraged Within Odoo 17
How Barcodes Can Be Leveraged Within Odoo 17
 
Skimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S EliotSkimbleshanks-The-Railway-Cat by T S Eliot
Skimbleshanks-The-Railway-Cat by T S Eliot
 
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
 
A Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two HeartsA Visual Guide to 1 Samuel | A Tale of Two Hearts
A Visual Guide to 1 Samuel | A Tale of Two Hearts
 
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
 
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
 
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumPhilippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
 
Educational Technology in the Health Sciences
Educational Technology in the Health SciencesEducational Technology in the Health Sciences
Educational Technology in the Health Sciences
 
Stack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 MicroprocessorStack Memory Organization of 8086 Microprocessor
Stack Memory Organization of 8086 Microprocessor
 

Assessment criteria nc 2014 2º

  • 2. Assessment for YEAR 3 science course of the programme is criterion-related, based on four equally weighted assessment criteria. Criterion A Knowing and understanding Maximum 8 Criterion B Inquiring and designing Maximum 8 Criterion C Processing and evaluating Maximum 8 Criterion D Reflecting on the impacts of science Maximum 8 In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1–2); adequate (3–4);substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor which teachers use to make “best-fit” judgments about students’ progress and achievement.
  • 3. Criterion A: Knowing and understanding Maximum 8 At the end of year 3, students should be able to: i. describe scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. analyse information to make scientifically supported judgments. Achievement level Level descriptor 0 The student does not reach a standard indicated by any of the descriptors below. 1-2 The student is able to: i. . recall scientific knowledge ii. apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations iii. . apply information to make judgments. 3-4 The student is able to: i. . state scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations iii. . apply information to make scientifically supported judgments. 5-6 The student is able to: i. . outline scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations iii. . interpret information to make scientifically supported judgments. 7-8 The student is able to: i. . describe scientific knowledge ii. apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations iii. . analyse information to make scientifically supported judgments.
  • 4. Criterion B: Inquiring and designing Maximum 8 At the end of year 3, students should be able to: i. describe a problem or question to be tested by a scientific investigation ii. outline a testable hypothesis and explain it using scientific reasoning iii. describe how to manipulate the variables, and describe how data will be collected iv. design scientific investigations. Achievement level Level descriptor 0 The student does not reach a standard indicated by any of the descriptors below. 1-2 The student is able to: i. state a problem or question to be tested by a scientific investigation, with limited success ii. state a testable hypothesis iii. state the variables iv. design a method, with limited success. 3-4 The student is able to: i. state a problem or question to be tested by a scientific investigation ii. outline a testable hypothesis using scientific reasoning iii. outline how to manipulate the variables, and state how relevant data will be collected iv. design a safe method in which he or she selects materials and equipment. 5-6 The student is able to: i. outline a problem or question to be tested by a scientific investigation ii. outline and explain a testable hypothesis using scientific reasoning iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected iv. design a complete and safe method in which he or she selects appropriate materials and equipment. 7-8 The student is able to: i. describe a problem or question to be tested by a scientific investigation ii. outline and explain a testable hypothesis using correct scientific reasoning iii. describe how to manipulate the variables, and describe how sufficient relevant data will be collected iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
  • 5. Criterion C: Processing and evaluating Maximum 8 At the end of year 3, students should be able to: i. present collected and transformed data ii. interpret data and describe results using scientific reasoning iii. discuss the validity of a hypothesis based on the outcome of the scientific investigation iv. discuss the validity of the method v. describe improvements or extensions to the method. Achievement level Level descriptor 0 The student does not reach a standard indicated by any of the descriptors below. 1-2 The student is able to: i. collect and present data in numerical and/or visual forms ii. accurately interpret data iii. state the validity of a hypothesis with limited reference to a scientific investigation iv. state the validity of the method with limited reference to a scientific investigation v. state limited improvements or extensions to the method. 3-4 The student is able to: i. correctly collect and present data in numerical and/or visual forms ii. accurately interpret data and describe results iii. state the validity of a hypothesis based on the outcome of a scientific investigation iv. state the validity of the method based on the outcome of a scientific investigation v. state improvements or extensions to the method that would benefit the scientific investigation. 5-6 The student is able to: i. correctly collect, organize and present data in numerical and/or visual forms ii. accurately interpret data and describe results using scientific reasoning iii. outline the validity of a hypothesis based on the outcome of a scientific investigation iv. outline the validity of the method based on the outcome of a scientific investigation v. outline improvements or extensions to the method that would benefit the scientific investigation. 7-8 The student is able to: i. correctly collect, organize, transform and present data in numerical and/ or visual forms ii. accurately interpret data and describe results using correct scientific reasoning iii. discuss the validity of a hypothesis based on the outcome of a scientific investigation iv. discuss the validity of the method based on the outcome of a scientific investigation v. describe improvements or extensions to the method that would benefit the scientific investigation.
  • 6. Criterion D: Reflecting on the impacts of science Maximum 8 At the end of year 3, students should be able to: i. describe the ways in which science is applied and used to address a specific problem or issue ii. discuss and analyse the various implications of using science and its application in solving a specific problem or issue iii. apply scientific language effectively iv. document the work of others and sources of information used. Achievement level Level descriptor 0 The student does not reach a standard indicated by any of the descriptors below. 1-2 The student is able to: i. . state the ways in which science is used to address a specific problem or issue ii. . state the implications of the use of science to solve a specific problem or issue, interacting with a factor iii. . apply scientific language to communicate understanding but does so with limited success iv. document sources, with limited success. 3-4 The student is able to: i. . outline the ways in which science is used to address a specific problem or issue ii. . outline the implications of using science to solve a specific problem or issue, interacting with a factor iii. . sometimes apply scientific language to communicate understanding iv. . sometimes document sources correctly. 5-6 The student is able to: i. .summarize the ways in which science is applied and used to address aspecific problem or issue ii. . describe the implications of using science and its application to solve a specific problem or issue, interacting with a factor iii. . usually apply scientific language to communicate understanding clearly and precisely iv. usually document sources correctly. 7-8 The student is able to: i. .describe the ways in which science is applied and used to address a specific problem or issue ii. . discuss and analyse the implications of using science and its application to solve a specific problem or issue, interacting with a factor iii. . consistently apply scientific language to communicate understanding clearly and precisely iv. document sources completely.