Science

Assessment Rubric

Name:

Topic: Heat Transfer

Level: 3

At Standard

Criteria

Below Standard

Approaching Standard

The student inconsistently identifies the

element of an object that makes it a
conductor or an insulator of heat.

The student can identify the some of the

elements of an object, which make it
conduct or insulate heat.

The student can identify the different

elements of an object, which make it
conduct or insulate heat.

The student can consistently identify

the different elements of an object and
explains why that makes them a
conductor or an insulator of heat.

The student has a vague concept of the

events that lead to heat transfer.

The student can explain some of the

events that lead to heat transfer. They
can identify at least one form of heat
transfer.

The student can explain the events that

lead to heat transfer. They can identify
all three forms of heat transfer.

The student can explain in detail the

events that lead to heat transfer. They
can identify all three forms of heat
transfer with explanations for each.
(Radiation, Conduction & Convection).

The student can develop an experiment

with assistance.

The student can develop an experiment

using their knowledge of conductors,
insulators and heat transfer.

The student can develop an effective

experiment using their knowledge of
conductors, insulators and heat transfer.

The student can develop a highly

effective experiment using their
knowledge of conductors, insulators and
heat transfer.

The student partially demonstrates the

ability to plan, conduct and draw
conclusions from an investigation to
answer questions.

The student mostly demonstrates the

ability to plan, conduct and draw
conclusions from an investigation to
answer questions.

The student demonstrates the ability to

plan, conduct and draw conclusions
from an investigation to answer
questions.

The student clearly demonstrates the

ability to plan, conduct and draw
appropriate conclusions from an
investigation to answer questions.

The student develops predictions,

compares them to results, with no
attempt at explanation.

The student develops predictions,

compares them to results, with some
attempt to explain the results.

The student develops predictions,

compares them to results and suggests
possible reasons to explain the result.

The student develops predictions,

compares them to results and suggests
possible reasons to explain the result
and justifies their thinking.

The student reflects on some aspects of

the experiment, in terms of
effectiveness and fairness of test.

The student reflects on some aspects of

the experiment, in terms of
effectiveness, fairness of test and
adjustments for next time.

The student is capable of reflecting on

the experiment, in terms of
effectiveness, fairness of test and
adjustments for next time.

The student is can highly demonstrate

reflective practises on the experiment,
in terms of effectiveness, fairness of test
and adjustments for next time.

The student can make a prediction.

The student is able to predict likely

outcome for most experiments
undertaken.

The student is able to predict and justify

a likely outcome for most experiments
undertaken.

The student is consistent in making

viable predictions and justifies a likely
outcome for all experiments
undertaken.

Knowledge and
Understanding

Science Inquiry

Science as
Human
Endeavour

Above Standard