ASAP Science and Technology Exemplars - Grades 1-8 - Grade 2: Where Did it Go?
RUBRIC FOR GRADE 2: WHERE DID IT GO?
 
  Criterion   Level 1   Level 2   Level 3   Level 4  
                     
 

Understanding of basic concepts

  • identifies factors
  • recognizes and explains evidence

 

Student:

  • identifies the factors that cause things to evaporate quickly or slowly with great difficulty and/or errors and no explanation
 

Student:

  • identifies and explains the factors that cause things to evaporate quickly or slowly with some difficulty and/or errors
 

Student:

  • identifies and explains the factors that cause things to evaporate quickly or slowly with little difficulty and/or errors
 

Student:

  • identifies and explains the factors that cause things to evaporate quickly or slowly with no difficulty and/or errors
 
 
 
 
 

Inquiry skills

  • asks questions
  • plans investigations
  • records observations
  • reports conclusions

 

Student:

  • makes predictions that are unclear or incompletely explained
  • develops and follows a limited plan
  • identifies few of the components needed for a fair test
  • records data with many errors
  • reports results and conclusions that are unclear and are not supported by the data
 

Student:

  • makes predictions that are clear and partially explained
  • develops and follows an adequate plan which may be unclear
  • identifies some of the components needed for a fair test
  • records data with some errors
  • reports results and conclusions that are somewhat clear but are not supported by the data
 

Student:

  • makes predictions that are clear and accurate
  • develops and follows an appropriate and clear plan
  • identifies most of the components needed for a fair test
  • records data with almost no errors
  • reports results and conclusions that are clear and are supported by the data
 

Student:

  • makes predictions that are clear, accurate and well explained
  • develops and follows an appropriate, clear and detailed plan
  • identifies all of the components needed for a fair test
  • records data with no errors
  • reports results and conclusions that are well supported and fully explained
 
 
 
 
 

Communication of required knowledge

  • communicates results
  • uses science and technology vocabulary

 

Student:

  • communicates with limited clarity and precision
  • rarely uses science and technology terms correctly
 

Student:

  • communicates with some clarity and precision
  • sometimes uses science and technology terms correctly
 

Student:

  • communicates clearly and precisely through most of the task
  • often uses science and technology terms correctly
 

Student:

  • communicates clearly and precisely through all of the task
  • always uses science and technology terms correctly
 
 
 
 
 
 

Relating science and technology

  • describes effects of weather

 

Student:

  • predicts and describes how weather conditions affect themselves with great difficulty and/or errors
 

Student:

  • predicts and describes how weather conditions affect themselves with some difficulty and/or errors
 

Student:

  • predicts and describes how weather conditions affect themselves with little difficulty and/or errors
 

Student:

  • predicts and describes how weather conditions affect themselves with no difficulty and/or errors
 
 
 
 
 
 

The Assessment of Science and Technology Achievement Project is a project of the York/Seneca Institute for Science, Technology and Education.
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