Criterion B: Inquiring and designing Year 3 Sciences
Achievement level / Level descriptor0 / The student does not reach a standard described by any of the descriptors below.
1-2 / The student is able to:
i. state a problem or question to be tested by a scientific investigation, with limited success
ii. state a testable hypothesis
iii. state the variables
iv. design a method, with limited success.
3-4 / The student is able to:
i. state a problem or question to be tested by a scientific investigation
ii. outline a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and state how relevant data will be collected
iv. design a safe method in which he or she selects materials and equipment.
5-6 / The student is able to:
i. outline a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using scientific reasoning
iii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collected
iv. design a complete and safe method in which he or she selects appropriate materials and equipment.
7-8 / The student is able to:
i. describe a problem or question to be tested by a scientific investigation
ii. outline and explain a testable hypothesis using correct scientific reasoning
iii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collected
iv. design a logical, complete and safe method in which he or she selects appropriate materials and equipment.
Developing task-specific clarifications
Developing task-specific clarifications requires teachers to study the assessment criteria and to redraft the value statements within the level descriptors in terms of the specific assessment tasks in the MYP unit.
1. Look for general terms in the objective strand that you can make specific to the task that you created.
2. Look for command terms and include the definition (you can tailor the definition from the guide to your task)
Example from Design:
Describes: Give a detailed account or picture of a situation, event, pattern or process.
3. Look for qualitative words that require us to define for ourselves and to standardize among the team of teachers teaching the unit. You might use a dictionary to help better define terms for yourself and students.
Example from Language and literature:
creative process – brainstorming, rewrites, editing through additions or subtractions, asking others for their ideas and thoughts about your writing, looking for new perspectives, developing your ideas through multiple drafts, draws inspiration from other sources.
4. Common knowledge about the objective strands say that when you see a series of words separated by a comma, the teacher can choose the words that are appropriate for the task at hand. Note: the words or terms deleted from this task could be included in future tasks where appropriate.
Example from Individuals and societies:
identify the main points of ideas, events, visual representation or arguments
First identify the qualitative value statements and then develop clarifications for them in terms of your summative task. Do this below on the next page where it says “Clarification Sheet.”
Clarification Sheet