Science Assessment Rubric

Name:
Topic: Electrical Energy

Criteria

Below Standard

Level:

Approaching Standard

At Standard

Above standard
(beginning next level)

Knowledge and
Understanding

With guidance the student was not able to

correctly identify which sources of energy
(battery, wind and solar) are sustainable.
The student has not being able to correctly
identify complete, short and incomplete
circuits.

With guidance the student was able to

identify which of the three energy sources
(battery, wind and solar) are sustainable.
With guidance the student was able to
identify complete, short and incomplete
circuits

The student was able to recognise which of

the three energy sources (battery, wind and
solar) are sustainable.
The student has displayed evidence of
investigation into solar and wind energy.
Shown through class and group discussions,
responses in activity books and in the studentdesigned investigation.
The student was able to identify a complete,
short and incomplete circuits and which one is
needed to allow the flow of electricity.

The student was able to recognise and

describe which of the three energy sources
(battery, wind and solar) are sustainable and
provided an explanation.

Science as a
Human
Endeavour

The student was not able to predict the

different effects that alter an electric circuit.

With guidance the student was able to predict

the different effects that alter an electric
circuit.

The student was able to predict different

effects of changes to an electric circuit.
Students have used predictions to support
investigations.

The student was able to predict and explain

different effects of changes to an electric
circuit. The student has used predictions to
support investigations.

Science Inquiry

With guidance the student was unable to

make any predictions.

With guidance the student has shown little

evidence of predictions or predictions are
unrealistic.

With guidance the student has shown

evidence of making realistic predictions.
The student was able to pose relevant
questions to extend content knowledge.

The student has shown evidence of making

realistic predictions.
The student was able to pose relevant
questions to extend content knowledge.

With guidance the student has shown no

evidence in planning or developing their
design.

With guidance the student has shown little

contribution in planning or developing their
design.

With guidance the student has been able to

plan and develop their design collaboratively.

The student has been able to effectively plan

and develop their design with little or no
assistance.

With guidance the student has not been able

to refer to predictions when explaining
outcomes of investigations.

With guidance the student has been able to

refer to few predictions when explaining
outcomes of investigations.

The student has been able to refer to

predictions when explaining outcomes of
investigations and make observations.

With guidance the student has not been able

to identify any improvements that could be
made to their design.

With guidance the student has been able to

identify at least one area to their design that
could be improved.

The student been able to discuss possible

improvements that could be made to enhance
their final design.

The student has been able to refer to

predictions when explaining outcomes of
investigations, comparing and contrasting
data.
The student been able to discuss and explain
possible improvements that could be made to
enhance their final design.

With guidance the student has not

participated in class and group discussions.
With guidance the student was not able to
contribute to the presentation of their design.
The student has not communicated
appropriately within their group.

With guidance the student has been involved

in few class and group discussions.
With guidance the student was able to
contribute to the presentation of their design.
The student has lacked the ability to
communicate appropriately within their
group.

The student has been involved in class and

group discussions regarding electrical energy.
The student was able to present their design
to their peers in a professional manner.
The student has communicated appropriately
within their group in order to work
collaboratively.

The student has been actively involved in class

and group discussions regarding electrical
energy.
The student was able to present their design
to their peers in a professional, engaging and
detailed manner.
The student has communicated well within
their group in order to work collaboratively.