Highlighted standards -- Science in Practice (2011)

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Science in Practice 2011

Advice for teachers

Highlighted standards

November 2012

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2 | Science in Practice 2011 Advice for teachers: Highlighted standards

Science in Practice 2011

Advice for teachers Highlighted standards

Compiled by the Queensland Studies Authority

November 2012

About this advice

This advice is intended to help teachers implement the syllabus in their school setting. It provides information about the:

• cognitive processes demonstrated at each standard

• elements of the task demonstrated at each standard

• qualifiers that describe “how well” or “to what extent” the cognitive process or elements of the task

have been demonstrated at each standard.

When designing assessment it is important to provide opportunity for students to demonstrate the dimensions and objectives across the full range of standards. Use the highlighted standards to ensure opportunity is provided in assessment instruments.

When making judgments about student work it is important to match the qualities of student work to the

descriptors in the standards described in the syllabus. Use the highlighted standards to make an on-

balance judgment by matching the qualities of student work to descriptors.

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Queensland Studies Authority November 2012 | 3

Standard A Standard B Standard C Standard D Standard E

Knowing The student work has the following characteristics:

• detailed description and explanations of scientific facts, complex concepts and principles

• detailed and accurate identification and explanation of scientific procedures and processes, risks and hazards

• application of ethical and scientific understandings in unfamiliar and abstract situations.

The student work has the following characteristics:

• description and

explanations of scientific facts, concepts and principles

• accurate identification and explanation of scientific procedures and processes, risks and hazards

• application of ethical and scientific understandings in unfamiliar or abstract situations.

• description and simple explanations of scientific facts, concepts and principles

• appropriate identification and explanation of scientific procedures and processes, risks and hazards

• application of ethical and scientific understandings in a range of familiar situations.

• basic description and explanations of simple scientific facts, concepts or principles

• identification and explanation of obvious scientific procedures and processes, risks and hazards

• application of ethical and scientific understandings in some familiar situations.

• basic description of simple scientific facts

• identification of obvious scientific procedures and processes, risks and hazards

• application of ethical and scientific understandings in aspects of some familiar situations.

Investigating The student work has the following characteristics:

• considered planning for investigations using researchable questions or hypotheses

• diverse collection, effective selection and accurate recording of data and information

• systematic use of practical scientific skills, research processes and methods, purposefully using materials, equipment and technology efficiently and safely.

• effective planning for investigations using questions or hypotheses

• relevant collection and selection, and mostly accurate recording of data and information

• effective use of practical scientific skills, research processes and methods, efficiently using materials, equipment and technology safely.

• appropriate planning for investigations

• appropriate collection, selection and recording of data and information

• appropriate use of practical scientific skills, research processes and methods, including using materials, equipment and technology safely.

• some planning for investigations

• collection, some selection and recording of data and information

• use of practical scientific skills, research processes or methods, including using materials,

equipment and technology safely.

• some planning for aspects of investigations

• limited collection, some selection and recording of aspects of data and information

• use of aspects of practical scientific skills, a few research methods, including using materials, equipment and technology safely.

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5 | Science in Practice 2011 Advice for teachers: Highlighted standards Connecting The student work has the

following characteristics:

• thorough analysis and informed synthesis of information and scientific understandings

• reasoned and informed inferences, solutions, predictions and conclusions

• convincing communication and presentation of scientific information for particular purposes and audiences.

• analysis and synthesis of information and scientific understandings

• informed inferences, solutions, predictions and conclusions

• effective communication and presentation of scientific information for particular purposes and audiences.

• some analysis and attempted synthesis of information and scientific understandings

• plausible inferences, solutions, predictions and conclusions

• communication and presentation of scientific information for particular purposes and audiences.

• simple analysis of information and scientific understandings

• some simple inferences, solutions, predictions or conclusions

• communication and presentation of aspects of scientific information for some purposes and audiences.

• superficial analysis of aspects of information and basic scientific

understandings

• some simple inferences or conclusions

• communication and presentation of aspects of scientific information.

Note: Colour highlights have been used in the table to emphasise the qualities that discriminate between the standard.

Cognitive processes

The verb indicates cognitive demand Qualifiers

Degree or quality words

Element of the general objective (no highlight)

The concept/skill the students should understand and/or be able to do