Envision Schools Graduation Portfolio Performance Assessment: SCIENTIFIC LITERACY (Science and

Tech in Society)

SCORING DIMENSION EMERGING DEVELOPING PROFICIENT ADVANCED

 The scientific or  The scientific or  The scientific or  The scientific or
ARTICULATING A technological or social technological or social technological or social technological or social
SCIENCE-RELATED significance of the significance of the significance of the significance of the
ISSUE issue is missing, issue is clear, but issue is thoughtful and issue is thought-
What is the vague, or unclear lends itself to readily lends itself to a provoking and lends
evidence that the  Social context is available answers challenging research itself to a challenging
student can limited and/or  Social context is project and interesting
articulate a clear contains biases described in a general  Social context is research project
STS issue and  Scientific content is manner described in clear and  Social context is
explain its context? limited and/or  Scientific content is objective manner described in a clear,
contains inaccuracies limited but accurate  Scientific content is objective and
 Relates issue to  Relates issue to clear, detailed, comprehensive
personal experience , personal experience relevant and well manner
but does not situate and makes references organized  Scientific content is
the issue within any to another context  Relates issue to clear, detailed,
other context personal experience accurate, relevant,
and situates issue in a well organized and
cultural, historical, conveys depth and
 breath of the topic
Significant evidence and/or global context
of these indicators are  Situates the issue
not present in the within their genres:
work sample cultural, historical
context, global
context, and personal
experience and
elaborates on the
significance of the
issue in these contexts
 Information is  Information is  Sufficient information  Extensive information
CONDUCTING THE gathered from a few gathered for understanding the is gathered from a
RESEARCH sources but some  from multiple relevant issue is gathered from variety of primary and
What is the sources may not be sources. a combination of secondary sources
evidence that the appropriate/relevant  The credibility and primary and  The credibility and
student can gather  The credibility and reliability of some of secondary sources reliability of these
information and reliability of the the sources are  The credibility and sources are fully
analyze its sources are not discussed reliability of some of analyzed and
Envision Schools 2008-2009 Scientific Literacy
 Envision Schools Graduation Portfolio Performance Assessment: SCIENTIFIC LITERACY (Science and
Tech in Society)

credibility? discussed  Most of the the sources are discussed

 Some of the information is relevant analyzed and  All of the information
information cited may to the issue discussed cited is relevant and
be irrelevant to the  Briefly alludes to  All of the information provides different
issue questions, counter- cited is relevant and perspectives to fully
  Discussion of arguments, or essential to explore the issue
Significant evidence questions, counter- alternative claims understand the issue  Acknowledges and
of these indicators are arguments, or  Acknowledges responds to questions,
not present in the alternative claims are questions, counter- counter-arguments, or
work sample unclear or absent arguments, or alternative claims
alternative claims
where appropriate

SCORING DIMENSION EMERGING DEVELOPING PROFICIENT ADVANCED

 Thesis is weak and  Thesis is somewhat  Thesis is clear and  Thesis is well
DEVELOPING AND lacks arguable clear and presents a includes a statement developed and includes
SUPPORTING A position general position of position a definitive statement
THESIS  Limited use of data  Data and/or examples  Data and/or examples of position supported
What is the and/or examples are used to illustrate are used to illustrate by logical arguments
evidence that the  Conclusions are not one point of view varying points of view  Data and/or examples
student can develop logical or are unclear.  Conclusions are logical  Conclusions are are used to illustrate
 No discussion of and describe the logical, describe the different points of view
a thesis and support
thesis. thesis; and convey and justify the thesis
it with evidence? limitations of the
conclusions  Limited discussion of ideas supported by  Conclusions are logical
evidence and insightful, describe
 Not clear how the the validity and/or
the thesis, and convey
student’s thinking limitations of the  Validity and limitations
ideas with compelling
about the issue was conclusions of the conclusions are
evidence that impact
informed by the  Student’s thinking evaluated the audience
project about the issue is  Reflection on the issue  Validity and limitations
clearly discussed shows evidence of of the conclusion are
 how the student’s evaluated and other
Significant evidence thinking evolved viewpoints or
of these indicators are alternative explanations
not present in the are considered
work sample  Reflection on the issue

Envision Schools 2008-2009 Scientific Literacy

 Envision Schools Graduation Portfolio Performance Assessment: SCIENTIFIC LITERACY (Science and
Tech in Society)

indicates how student’s

thinking evolved and
strengthens student’s
argument
 Writing is somewhat  Writing is organized  Writing is organized  Writing is organized,
COMMUNICATION disorganized. but makes and supported by clear, and supported
What is the  Reveals low generalizations sufficient detail by relevant evidence
evidence that the awareness of the without specific details  Conveys a sense of  Demonstrates a
student can clearly subject and inability to  Provides a general authority on the thorough command of
communicate ideas connect to audience sense of confidence subject and is suitable the subject and is
to others?  The product does not about the subject but to the audience engaging for audience
follow conventions of shows an inability to  The product generally  The product follows all
scientific writing connect to audience follows the specified conventions
 Visuals  The product partially conventions of of scientific writing
 representations do not follows the scientific writing  Visual representations
Significant evidence assist in conventions of  Visual representations greatly enhance
of these indicators are understanding the scientific writing assist in understanding of the
not present in the issue  Visual representations understanding the issue
work sample provide an example of issue
the issue

Envision Schools 2008-2009 Scientific Literacy