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The following assessment criteria
have been established by the IB for sciences in the
Middle Years Programme. The final assessment required
for IB-validated grades and certification at the end of
the MYP must be based on these assessment criteria.
For each assessment criterion,
a number of band descriptors are defined. These describe a range of
achievement levels with the lowest represented as 0.
The descriptors concentrate on positive achievement, although
failure to achieve may be included in the description for the lower
levels.
Criterion A: One world
Maximum: 6
Students should understand the interdependence of
science and society. Students are expected to discuss
how science is applied and used to solve specific
problems in life and society. Students should be given
the opportunity to explore local and global scientific
issues and evaluate the interaction between science and
scientific developments with social, economic,
political, environmental, cultural and ethical factors.
Assessment tasks should allow students to demonstrate their
understanding of the role of science in society through the
development of analysis and critical thinking. Suitable assessment
tasks to assess this criterion include essays, case studies and
research projects, but also debates and oral presentations.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
describes
how science is applied to addressing a specific
local or global issue. The student
states
some
of the benefits
or
limitations of science in addressing
the issue. |
|
3-4 |
The student describes how science is applied to
addressing a specific local or global issue. The
student
describes
some of the benefits
or
limitations of science in addressing the issue.
The student
describes
how science and its applications
interact with at least
one
of the following factors: social, economic,
political, environmental, cultural and ethical. |
|
5-6 |
The student
explains
how science is applied to
addressing a specific local or global issue. The
student
explains some
of the benefits
and
limitations of science in solving the
issue. The student
discusses
how science and its applications
interact with
some
of the following factors: social, economic,
political, environmental, cultural and ethical.
|
Criterion B: Communication in science
Maximum: 6
Students should be able to
demonstrate understanding when communicating scientific
information. Students should use appropriate scientific
language, a range of communication modes and the most
appropriate communication format.
Suitable assessment tasks to assess this criterion include
scientific investigation reports, research essays, case studies,
interdisciplinary projects, and media presentations.
Depending on the tasks, students will be expected to acknowledge the
sources of information and document these appropriately.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
attempts
to communicate scientific information using
some scientific language. The
student presents some of the information in an
appropriate form using some symbolic or visual
representation when appropriate. The student
attempts to acknowledge sources of information
but this is
inaccurate. |
|
3-4 |
The student communicates scientific information
using
scientific
language. The student presents
most of the information appropriately using
symbolic and/or visual representation according
to the task. The student acknowledges sources of
information
with
occasional errors. |
|
5-6 |
The student communicates scientific information
effectively using
scientific
language correctly. The student
presents all the information appropriately using
symbolic and/or visual representation accurately
according to the task. The student acknowledges
sources of information
appropriately. |
Criterion C: Knowledge and understanding of science
Maximum: 6
Students should show their understanding of the
main scientific ideas and concepts of science, by applying these to
solve problems in familiar and unfamiliar situations. Students
should develop critical-thinking skills to analyse and evaluate
scientific information.
Suitable assessment tasks to assess this criterion include complex
questions in tests, critical analysis of case studies, research
projects or media articles on scientific issues. Assessment tasks
should provide opportunities for students to demonstrate their
understanding by solving problems in familiar and unfamiliar
situations, and by analysing and evaluating scientific information
presented to them.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
recalls
some scientific ideas and
concepts and applies these to solve
simple
problems. |
|
3-4 |
The student
explains
scientific ideas and concepts and applies
scientific understanding to solve
problems in
familiar situations. The student
analyses scientific information
by identifying parts, relationships or causes.
The student provides an
explanation
that shows understanding. |
|
5-6 |
The student explains scientific ideas and
concepts and applies scientific understanding to
solve
problems in
familiar and unfamiliar situations.
The student
analyses
and
evaluates scientific information
by making
scientifically supported judgments
about the information, the validity of the ideas
or the quality of the work. |
Unfamiliar situation: Refers to a problem/situation where the
context or the application is modified to be considered unfamiliar
for the student.
Criterion D: Scientific inquiry
Maximum: 6
Students are expected to design and carry out
scientific investigations independently.
Students should be able to (i) state a problem that can be tested by
an investigation; (ii) formulate a suitable hypothesis; (iii)
identify and manipulate variables; (iv) plan an appropriate
investigation including the method and materials; (v) evaluate the
method.
Assessment tasks for scientific inquiry should provide students with
the opportunity to design, plan and carry out scientific
investigations independently. Suitable assessment tasks to assess
this criterion include laboratory experiments and field studies.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
attempts
to
define the purpose of the
investigation and makes references to variables
but these are
incomplete
or not fully developed. The method suggested is
partially complete. The
evaluation
of the method
is either
absent or incomplete. |
|
3-4 |
The student
defines
the purpose of the investigation and provides an
explanation/prediction but this
is not fully developed. The student acknowledges
some
of the variables involved and
describes how to manipulate them. The method
suggested is
complete
and includes appropriate materials/equipment.
The
evaluation of the method
is partially
developed. |
|
5-6 |
The student
defines
the purpose of the investigation,
formulates a
testable hypothesis and
explains
the hypothesis using scientific reasoning. The
student identifies the relevant variables and
explains how to manipulate them.
The student
evaluates
the method commenting on its
reliability
and/or
validity.
The student suggests improvements to the method
and makes suggestions for further inquiry when
relevant. |
Reliability: Refers to measurement of the data. This depends
upon the selection of the measuring instrument, the precision and
accuracy of the measurements, errors associated with the
measurement, the size of the sample, the sampling techniques used,
the number of readings.
Validity: Refers to the success of the method at measuring
what the investigator wishes to measure. This includes factors such
as the choice of the measuring instrument and whether this measures
what it is supposed to measure, the conditions of the experiment,
and variable manipulation (fair testing).
Criterion E:
Processing Data
Maximum:
6
Processing data refers to enabling students to
organize and process data. Students should be able to organize and
transform data by numerical calculations into diagrammatic form
(tables, graphs and charts) and draw and explain appropriate
conclusions.
Suitable assessment tasks to assess this criterion include
scientific investigations carried out by students, or by others, as
well as laboratory reports and studies that provide students with
raw data for further processing and analysis.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student
organizes
and presents data using
simple
numerical or diagrammatic
forms
and draws an
obvious
conclusion. |
|
3-4 |
The student organizes and
transforms
data into
numerical and
diagrammatic forms and presents
it using
appropriate
communication modes. The student
draws a
conclusion
consistent with the data. |
|
5-6 |
The student organizes and transforms data into
numerical and diagrammatic forms and presents it
logically and clearly, using appropriate
communication modes. The student
explains
trends, patterns or relationships
in the data, comments on the reliability of the
data, draws
a clear
conclusion based on the correct
interpretation of the data, and explains it
using
scientific
reasoning. |
Criterion F: Attitudes in science
Maximum: 6
This criterion refers to encouraging students’
attitudes of safety, respect and collaboration. Students are
expected to:
-
carry out scientific investigations using
materials and techniques skillfully and safely and showing
respect for the living and non-living environment
-
work effectively as a member of a team,
collaborating, acknowledging and respecting the views of others
as well as ensuring a safe working environment.
Evidence of performance of this criterion should
be collected from the observation of students when working in
science, individually and in groups. This criterion should be
internally assessed but it is not externally moderated.
|
Level of
Achievement |
Descriptor |
|
0 |
The student
does not reach a standard described by any of
the descriptors below. |
|
1-2 |
The student requires
guidance
and
supervision when using
laboratory equipment. The student can work
safely and cooperate with others but may
need
reminders. |
|
3-4 |
The student uses most equipment competently but
might require occasional guidance; on most
occasions
pays
attention to safety and works
responsibly with the living and non-living
environment. The student
generally
cooperates well with other
students. |
|
5-6 |
The student
works largely
independently; uses equipment
with precision and skill;
pays close
attention to safety and deals
responsibly with the living and non-living
environment. The student consistently
works
effectively as part of a team,
collaborating with others and respecting their
views. |
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