HS Science Criteria Bank2.xlsx

	A	B	C	D	E	F
1		Taxonomy Level	4	3 Student knows... and is able to do...	2	1

2	BE Graduation Standard 1 (Science): Asking Questions and Defining Problems Student is able to ask questions that arise from careful observations and define a design problem involving the development of a process or system.		The student can ask specific questions related to the relevant content that can be answered through careful scientific testing and are phrased so as to be falsifiable.	The student can ask specific questions related to the relevant content that can be answered through careful scientific testing.	The student can ask specific questions related to the relevant content, but that do not necessarily require scientific testing to answer.	The student can ask only general questions related to the relevant content.
3			Student proposes a plan that excellently aligns with the criteria, constraints, and intent of the problem.	Student proposes a plan that adequately aligns with the criteria, constraints, and intent of the problem	Student proposes a plan that minimally aligns with the criteria, constraints, and intent of the problem.	Student proposes a plan that does not align with the criteria, constraints, and intent of the problem
4	BE Graduation Standard 2 (Science): Developing and Using Models Student is able to develop and use a model based on evidence to illustrate and predict relationships between systems or between components of a system.		The student can discuss the limitations of the model that was developed and used to explain and/or predict relevant scientific content	The student can develop and use a model to explain and/or predict relevant scientific content.	The student can develop an accurate model connected to the relevant scientific content	The student can develop a model connected to the relevant scientific content, but that model may have errors or inconsistencies.
5	BE Graduation Standard 3 (Science): Planning and Carrying Out Investigations Student is able to plan and conduct an investigation to produce data that serves as the basis for evidence.		The student can critique the design of their investigation, citing possible improvements	The student can design and conduct a thorough investigation to address a specific question or goal related to the relevant scientific content.	The student can design and conduct a thorough investigation to address a specific question or goal related to the relevant scientific content, but requires significant assistance from the teacher.	The student can design and conduct an investigation to address a specific question or goal related to the relevant scientific content, but that investigation may lack key components or otherwise fall short of the intended goal.
6	BE Graduation Standard 4 (Science): Collecting, Analyzing and Interpreting Data Student is able to collect and analyze various data sets and evaluate the impact of new data on a working model or explanation.		The student can collect and present data to address a specific question or goal related to the relevant scientific content using a properly numbered and captioned data table.	The student can collect and present data to address a specific question or goal related to the relevant scientific content using a properly organized data table.	The student can collect data to address a specific question or goal related to the relevant scientific content, but the presentation of that data may be unclear or disorganized.	The student can collect data, but that data may not directly address the specific question or goal related to the relevant scientific content.
7			The student can use their analysis of trends and interpretation to extend or establish a new question or goal related to the relevant scientific content.	The student can analyze the trends and interpret the collected data to answer a specific question or meet a specific goal related to the relevant scientific content.	The student can analyze the trends in the collected data, but is unable to relate it to scientific content.	The student can describe or restate the collected data, but is unable to provide meaningful analysis or interpretation.
8	BE Graduation Standard 5 (Science): Determining and Using Appropriate Mathematics Student is able to determine and use appropriate mathematics to answer scientific questions or solve engineering problems.		The student can determine and use appropriate mathematics to answer scientific questions or solve engineering problems, and defend decision-making process.	The student can determine and use appropriate mathematics to answer scientific questions or solve engineering problems	The student can use appropriate mathematics to answer scientific questions or solve engineering problems.	The student can use appropriate mathematics to answer scientific questions or solve engineering problems, but with major errors or omissions.
9	BE Graduation Standard 6 (Science): Constructing Explanations and Designing Solutions Student is able to construct an explanation of scientific phenomena or engineering problems, and when possible, design a solution.		The student can construct an explanation of a relevant scientific or engineering principle that addresses common misconceptions regarding accepted fact or theory.	The student can construct an explanation of a relevant scientific or engineering principle that reflects accepted fact or theory.	The student can accurately state the relevant scientific or engineering principle, but is unable to provide meaningful explanation	The student can state the relevant scientific or engineering principle, but that statement may have errors or inconsistencies
10			The student can evaluate or refine a solution to an engineering problem, based on specific evidence and criteria	The student can refine or design a solution to an engineering problem, based on specific evidence and criteria.	The student can refine or design a solution to an engineering problem, but their solution is not based on specific evidence and criteria.	The student can identify parameters of a solution to the engineering problem, but is unable to bring that solution to fruition.
11	BE Graduation Standard 7 (Science): Engaging in Argument from Evidence Student is able to construct an argument about the natural world or the effectiveness of a design solution.		The student can state a clear position on an issue and makes precise claims based on accepted scientific theory, compellingly addressing both claims and counterclaims	The student can state a clear position on an issue and makes precise claims based on accepted scientific theory, sufficiently addressing both claims and counterclaims	The student can state a clear position on an issue and makes claims based on accepted scientific theory, but only addresses counterclaims in a cursory manner and lacking in supporting evidence.	The student can state a clear position on an issue using a limited number of claims, but ignores counterclaims and provides limited or irrelevant supporting evidence.
12	BE Graduation Standard 8 (Science): Obtaining, Evaluating and Communicating Information Student is able to obtain, evaluate and communicate scientific and/or technical information.		The student can obtain scientific and/or technical information from multiple sources, annotating the validity and reliability of the information and using proper MLA citation and in-text citation.	The student can obtain scientific and/or technical information from multiple sources, evaluating the validity and reliability of the information and using proper MLA citation and in-text citations.	The student can obtain scientific and/or technical information from multiple sources and makes some effort to evaluate the validity and reliability of the information and using proper work cited but lacks in text references using MLA citation guidelines.	The student can obtain scientific and/or technical information from multiple sources, but the information presented may be of questionable validity and reliability and not have an reference to where it was retrieved
13			The student can communicate scientific and/or technical information in sophisticated ways to create cohesion, and clarify the relationships among complex ideas and evidence using transitions.	The student can communicate scientific and/or technical information using precise language, domain-specific vocabulary, and very few errors in grammar or mechanics	The student can communicate scientific and/or technical information using precise language, but is unable to use domain-specific vocabulary or makes significant errors in grammar or mechanics.	The student makes some effort to communicate scientific and/or technical information, but that communication is difficult to understand due to imprecise language, improper use of vocabulary, or errors in grammar or mechanics.
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