COMMON ASSESSMENT TASK INSTRUCTIONAL RUBRIC

YEAR LEVEL: 9 SUBJECT: Science SUBJECT: Science

EMERGING WORKING TOWARDS THE FIRST LEVEL AT THE FIRST LEVEL OF COMPLEXITY AT THE SECOND LEVEL OF AT THE THIRD LEVEL OF
SKILLS OF COMPLEXITY WITHIN THE WITHIN THE STANDARD COMPLEXITY WITHIN THE COMPLEXITY WITHIN THE
STANDARD STANDARD STANDARD
Skills Independently applying some of the Applying the understandings and skills Using the understanding and Using the understandings and
assessed understandings and skills taught and learned skills learned to engage in an skills learned to engage in an
applying other skills with assistance analysis task evaluation task
Science You have not You demonstrated the following skills with You have independently demonstrated the Analysed the data collected, Applied analytical and problem
Inquiry yet teacher assistance: following skills of planning and conducting an including the use of familiar and solving skills to evaluate data
demonstrated experiment to answer a scientific question: unfamiliar equations from graphical and tabulated
that you can Chose the materials required to make a sources to predict and quantify
successfully functioning electric kettle and justified the Chose the materials required to make a Constructed graphs to present information
and selections according to Particle theory and functioning electric kettle and justified the data following the conventions of
independently the principals of energy transformation and selections according to Particle theory and graphing including, title, axis Evaluated the difference in
engage with energy transfer the principals of energy transformation and labels, units of measurement and temperature predicted and that
Science energy transfer used an appropriate scale observed by discussing energy
Assessed the hazards, risk and associated transfer and heat loss from the
Inquiry skills management strategies involved in the Assessed the hazards, risk and associated Used evidence and existing
within this kettle
experiment management strategies involved in the scientific theories or ideas to back
Common experiment up claims Evaluated the design of your
Assessment Safely built a kettle and collected kettle and the decisions made to
Task. quantitative data on the current and voltage Safely built a kettle and collected quantitative improve the efficiency and
of the experiment and the temperature data on the current and voltage of the output of the kettle considering
change achieved over 10 minutes experiment and the temperature change the constraints of the experiment
achieved over 10 minutes
Presented results and ideas using formal Evaluated how the design could
scientific language and conventions Presented results and ideas using formal have been improved if the
scientific language and conventions constraints of the experiment
Wrote in full sentences using correct
scientific terminology Wrote in full sentences using correct scientific were removed
terminology
Science You have not With teacher assistance you have: You have independently: You have: You have been able to evaluate
Understanding yet evidence and respond to
demonstrated Drawn a circuit diagram to represent their Drawn a circuit diagram to represent their Described the relationship questions
that you can kettle design using the appropriate symbols kettle design using the appropriate symbols between current, voltage and
successfully and following conventions for drawing circuit and following conventions for drawing circuit resistance in an electric circuit and Using the Particle theory of
and diagrams diagrams stated Ohms Law matter to illustrate and explain
independently how heat is generated when
Described the energy transformation that Described the energy transformation that Calculated the resistance of the electricity flows through a
engage with takes place in an electric kettle takes place in an electric kettle Nichrome wire used by applying
the resistor
Ohms Law to the data collected
application of Explained how heat is transferred through Explained how heat is transferred through Determined the expected
the Theory of liquids via convection currents liquids via convection currents Calculated the power used and the temperature rise in the water by
Plate energy converted to heat of the using the specific heat capacity
Showed an understanding of electrical Showed an understanding of electrical circuits electric kettle using appropriate
Tectonics of water and the energy
circuits including how to correctly connect including how to correctly connect units
within this transformed to heat
components such as ammeters and components such as ammeters and
common
voltmeters voltmeters Showed links between your Used an extensive and
assessment
contentions and the experiment appropriate subject specific
task.
you conducted vocabulary
 COMMON ASSESSMENT TASK INSTRUCTIONAL RUBRIC
YEAR LEVEL: 9 SUBJECT: Science SUBJECT: Science
EMERGING WORKING TOWARDS THE FIRST LEVEL AT THE FIRST LEVEL OF COMPLEXITY AT THE SECOND LEVEL OF AT THE THIRD LEVEL OF
SKILLS OF COMPLEXITY WITHIN THE WITHIN THE STANDARD COMPLEXITY WITHIN THE COMPLEXITY WITHIN THE
STANDARD STANDARD STANDARD
Skills Independently applying some of the Applying the understandings and skills Using the understanding and Using the understandings and
assessed understandings and skills taught and learned skills learned to engage in an skills learned to engage in an
applying other skills with assistance analysis task evaluation task
Design and You have not You demonstrated the following skills with You have independently demonstrated the Analysed the relationship between Critiqued the effectiveness of the
Technologies yet teacher assistance: following skills: materials of properties and combinations of materials and
demonstrated function of a common system energy in an engineered system
that you can Made judgements and explained how Made judgements and explained how
successfully common machines combine properties of common machines combine properties of Analysed and explained the ways Evaluated choices made at
and materials and energy to make a functioning materials and energy to make a functioning in which the properties and various stages of a design
independently system system characteristics of materials have process and modifyied plans
engage with been considered in the design of a when needed with consideration
Science Justified decisions when selecting from a Justified decisions when selecting from a product with specific requirements of criteria for success
Inquiry skills broad range of technologies materials, broad range of technologies materials,
systems, components, tools and equipment systems, components, tools and equipment Reflected on learning, evaluating
within this processes and transferring new
Common knowledge and skills to future
Assessment Refined technical skills and used production Refined technical skills and used production
skills with independence to produce quality skills with independence to produce quality design projects
Task.
designed solutions and to reduce risks in designed solutions and to reduce risks in
production production

Used materials, components, tools, Used materials, components, tools,

equipment and techniques safely and equipment and techniques safely and
considered alternatives considered alternatives

Explained safe working practices required Explained safe working practices required for
for a specific classroom design project a specific classroom design project

Mathematics You have not With teacher assistance you have: You have independently: You have: You have been able to evaluate
yet the relationship between
Number and demonstrated Solved problems involving direct proportion. Solved problems involving direct proportion. Explored the relationship between variables through exploration of
Algebra/ Real that you can graphs and equations, identifying collected data
Numbers successfully direct proportion in real-life
and contexts
independently
engage with
the
application of
the Theory of
Plate
Tectonics
within this
common
assessment
task.