Science and Technology Performance Task – Grade / Division K-8 CRITERIA Performance Indicators Level 1 Level 2 Level 3 Level 4 Process plan Develops a plan with limited clarity and a few steps Develops a workable plan with some clarity and some steps Develops a clear workable plan including steps in a logical sequence Develops a workable plan and modifies the plan as necessary Design Process use of materials Uses tools, equipment, and materials with limited regard to safety Uses tools, equipment, and materials with some regard to safety Uses tools, equipment, and materials safely Uses tools, equipment, and materials safely and appropriately Design Process use of design process Demonstrates little use of the design process (plan, build, test, evaluate, communicate) Demonstrates some use of the design process (plan, build, test, evaluate, communicate) Uses the design process (plan, build, test, evaluate, communicate) Uses the design process (plan, build, test, evaluate, communicate) effectively Model translate plan to model Translates design plans into a working model, with assistance Translates design plans into a working model with limited assistance Successfully translates design plan into a working model based on criteria required Successfully translates design plan into a working model based on criteria required Model model performs intended task Creates model that performs intended function in a limited manner Creates model with some evidence of intended function Creates model that functions successfully according to specifications Creates model that functions beyond expectations Communication terminology Uses little appropriate terminology for grade level Uses some appropriate terminology for grade level Uses most appropriate terminology for grade level Uses all appropriate terminology for grade level Communication clarity Report lacks clarity Communicates with some clarity Communicates clearly and precisely (e.g., oral or written) through all stages of task Communicates clearly, precisely, and insightfully Communication presentation skills / style Limited awareness of importance of style to suit purpose Uses a presentation style that is somewhat appropriate to purpose and audience Chooses a presentation style that is appropriate to purpose and audience Skilfully chooses a presentation style that maximizes the impact for purpose and audience
Communication of basic concepts Communicates understanding of few of the basic concepts Communicates understanding of some of the basic concepts Communicates understanding of most of the basic concepts (for grade level) e.g., oral or written Communicates understanding of all of the basic concepts Learning Log reflection for purpose Makes limited reflection Reflects on results but makes few changes Reflects on results in order to make necessary changes and evaluate information gathered Uses sophisticated reflection to record results. Makes changes and evaluates information gathered Learning Log goals / time lines Sets a few goals and describes few of the steps needed to achieve goals Sets some goals and describes some of the steps needed to achieve goals Sets clear goals and describes each step needed to achieve goals Sets clear goals and describes each step needed to achieve goals and adjusts as necessary Learning Log resources Selects, records, and uses resources with limited appropriateness Selects, records, and uses somewhat appropriate resources Selects, records, and uses appropriate resources Selects, records, and integrates appropriate resources Group Work contribution to group goal Has limited success working toward group goals Demonstrates some commitment to the group goals; carries out specific roles with some success Demonstrates commitment to the group goals and carries out assigned roles Actively identifies group goals and fulfills a variety of roles in group *Adopted from Halton District School Board