8.1: Standards associated with exit criteria Criterion Standard A Standard B Standard C Standard D Standard E Knowledge, conceptual understanding and application The student consistently: The student consistently: The student consistently: The student consistently: The student consistently: recalls extensive knowledge in most areas recalls knowledge in most areas together with considerable knowledge in many of these recalls knowledge in most areas recalls some knowledge in several areas recalls some knowledge demonstrates a clear understanding of concepts in depth in most areas demonstrates a clear understanding of concepts in most areas demonstrates a understanding of concepts in most areas with few misconceptions demonstrates some understanding of concepts in several areas but with many misconceptions demonstrates some understanding of a few concepts recognises and explains relationships amongst straightforward and complex concepts, comparing and contrasting them where appropriate recognises and explains most of the relationships amongst straightforward concepts recognises and explains most of the obvious relationships amongst straightforward concepts recognises some relationships amongst straightforward concepts demonstrates an understanding that some concepts are interrelated successfully applies knowledge and concepts in most situations, including many that are novel and/or complex successfully applies knowledge and concepts in most straightforward situations and some that are novel and/or complex successfully applies knowledge and concepts in most straightforward situations applies some knowledge and concepts in some straightforward situations applies some knowledge and concepts but with errors evaluates both the relevance and scientific merit of information provided in or derived from earth science contexts evaluates the relevance of information provided in or derived from science contexts selects some relevant information from that provided in or derived from earth science contexts uses information but does not reflect on its relevance and/or scientific merit uses some information
Criterion Standard A Standard B Standard C Standard D Standard E Working individually or as a member of a group, the student consistently: Either individually or as a member of a the student consistently: Either individually or as a member of a group, the student consistently: Either individually or as a member of a group, the student consistently: Either individually or as a member of a group, the student consistently: recognises and identifies investigation questions for a range of problems including those that are novel and/or complex recognises and identifies investigation questions for a range of problems including some with elements of novelty and/or complexity recognises and identifies investigation questions for a range of straightforward problems recognises a range of straightforward problems recognises some problems plans a range of scientific investigations of problems including many with elements of novelty and/or complexity a range of scientific investigations of problems including some with elements of novelty and/or complexity a range of scientific investigations of straightforward problems participates in planning some scientific investigations of straightforward problems participates in some aspects of planning scientific investigations of straightforward problems implements investigations using scientific techniques and following procedures safely and correctly implements investigations using scientific techniques and following procedures safely and with few errors implements investigations scientific techniques and following procedures safely but with some errors implements investigations using scientific techniques and following procedures safely but with many errors follows instructions for some aspects of investigation but with little attention to safety issues and with little procedural accuracy records and organises relevant information logically and systematically records and organises relevant information records relevant information records some information records minimal information assesses and critically evaluates the validity and adequacy of qualitative and quantitative data assesses the validity and adequacy of qualitative and quantitative data assesses some aspects of the validity and adequacy of qualitative and quantitative data offers observations about the validity and adequacy of qualitative and quantitative data offers observations qualitative and quantitative data Criterion Standard A Standard B Standard C Standard D Standard E
Using information scientifically Either individually or as a member of a the student consistently: Either individually or as a member of a group, the student consistently: Either individually or as a member of a the student consistently: Either individually or as a member of a group, the student consistently: Either individually or as a member of a group, the student consistently: provides logical and detailed interpretations of information, and of relationships within the information provides logical and interpretations of information provides simple explanations of information provides opinions and some explanations about information provides opinions about information makes generalisations about and synthesises information with considerable insight, in well integrated and convincing explanations makes generalisations about and synthesises information in convincing explanations makes generalisations about information in simple explanations makes some generalisations about information makes generalisations about aspects of information offers convincing and conclusions, and logical and well-supported evaluations of conclusions offers valid conclusions, and logical evaluations of conclusions offers justifiable conclusions, and partial evaluations of conclusions offers conclusions and opinions about conclusions offers conclusions presents information cogently and clearly in a variety of using a range of genres, demonstrating control of the conventions of language and using accurate referencing presents information clearly in a variety of modes, using a range of genres, using appropriate conventions of language and using reasonably accurate referencing presents information clearly for the most part, in a variety of modes, using given genres, using some basic conventions of language and using some referencing presents information, basic conventions of language and using some referencing presents information, using some basic conventions of language