Secondary Science Education Portfolio
Note * All scores need to be proficient or better, more than three basic scores and candidates will not pass this assessment.
The student write-up includes the following categories clearly outlined, using the 5 artifacts. Additionally, each artifact (which should
be included), will be accompanied by a brief narrative of the assignment and how it meets the unifying concepts of science, the social
context and application of science, and the historical and philosophical nature of science.
1. The Unifying Concepts of Science. (as delineated by NSES) – 20 pts (4 points max each category)
Unsatisfactory
Basic
Proficient
Distinguished
 Identify groups of
a. Systems, order and
 Provides little
 All basic components.  All proficient
related objects or
organization.
evidence as to the
 Identify feedback and
components.
components
that
make
level of understanding
equilibrium in a
 Thoroughly
up a whole system.
of systems, order and
system.
demonstrates the

Describe
a
systems
organization.
 Distinguish between
complex nature of
structure and function.
open and closed
hierarchical systems
 Provide examples of
systems.
and the interactions
regularities (order) in
 Makes predictions to
between components
systems.
explain
observations
in these systems.
 Utilize quantitative
or changes in a
methods to describe the
system.
relative certainty (or
b. Evidence, models and
explanation.
 Provides little
evidence as to the
level of understanding
of evidence, models
and explanations.
uncertainty) or the order
of events
 Describe types and
levels of organization
 Provides examples of
evidence gathered
(data, observation)
applied to scientific
explanations.
 Utilize evidence to
predict change.
 Utilization of models
that enable scientists
to understand
phenomena.
 All basic components.
 Provides examples in
which a model was
used to bring together
scientific knowledge
and new evidence
from observation.
 All proficient
components.
 Integrates scientific
knowledge, logic and
analysis of evidence.
c. Constancy, change
and measurement.
 Provides little
evidence as to the
level of understanding
of constancy, change
and measurement.
 Provides examples of
constancy.
 All basic components.
 Examples are
 Provides examples of
change.
 Provides an example
of measurement
related to constancy
or change.


d. Evolution and
equilibrium.
 Provides little
evidence as to the
level of understanding
of evolution and
equilibrium.
 Provides an example
of evolution.


 Provides an example
of equilibrium.

e. Form and function.
 Provides little
evidence as to the
level of understanding
of form and function.
 Provides an example
of form and function
(e.g. organisms,
systems, objects).
 Explains how form
and function are
related.



relevant, clear and
directly connected to
area of content
expertise.
An example in which
change or constancy
has been measured.
Utilizes graphs and
other visual
interpretations of data
to show change.
All basic components.
Evolution example
provides evidence that
current organisms,
compounds, systems,
etc. come from past
forms.
More than one
example of
equilibrium is
provided.
All basic components.
Provides example of
form and function in:
organisms, systems
and objects.
Further elaborates on
each example above
relating the form to its
function.
 All proficient
components.
 Provides evidence
demonstrating an
understanding of the
relationship between
change and constancy
in a system.
 All proficient
components.
 More than one
evolutionary example
is provided beyond a
biological application.
 Equilibrium examples
demonstrate an
understanding of
balance and
homeostasis.
 All proficient
components.
 Provides more than
one example relating
form and function in:
organisms, systems
and objects.
2. Social context and application of science. 20 points (4 points max each category)
Unsatisfactory
Basic
Proficient
a. Personal and
 Provides little
 Provides some
 Provides evidence of
community health.
evidence as to the
evidence
benefits of physical
level of understanding
demonstrating basic
fitness.
of personal and
knowledge of fitness,  Provides an example
community health.
nutrition,
of nutritional
communicable
knowledge.
disease,
 Demonstrates
noncommunicable
knowledge of
disease, disease
communicable and
prevention and
noncommunicable
environment hazards.
diseases.
 Identifies risk
behaviors related to
disease prevention.
 Provides an example
of environmental
hazards.
b. Socially important
 Provides little
 Provides example of
 All basic components.
issues, science and
evidence as to the
how science and
 For examples given,
technology.
level of understanding
technology affect
demonstrates
of social issues related
issues related to
understanding of the
to science and
human activity.
influence science and
technology.
 Provides examples of
technology have on
the relationship
policy, economics,
between science and
ethics and politics.
technology.
Distinguished
 All proficient
components.
 Provides details and
documents
demonstrating a
thorough
understanding of the
topics listed under
proficient.
 All proficient
components
 Describes how
funding sources
influences science and
technology.
c. Environmental quality
and population
growth.
d. Human and natural
induced hazards.
 Provides no evidence
related to the
environment or
population growth.
 Gives an example of
environmental
change.
 Provides no evidence
 Provides example of
related to human and
natural hazards.
human induced
hazard.
 Provides example of
natural hazard.
 All basic components
 Provides more than
 All Proficient
one example of
environmental
change.
 Describes the effect
of an environmental
change on
populations.
 Provide an example
of population growth
on the environment.
 Distinguishes
 All basic components.
 Explains how human

components.


induced hazards effect 
populations.
 Explains how natural
hazard effect
populations.

e. Natural resources.
 Provides no mention
of natural resources.
 Provides examples of
some natural
resources.
 All basic components.
 Identifies natural

resources with
evidence of finite or
cyclical natural of
resources described.

between human and
natural changes in the
environment and their
effect on populations.
Provides examples of
a natural systems
ability to maintain
balance.
Provides detailed
examples of
population growth
and the negative
impact on the
environment.
All proficient
components.
Provide examples of
natural catastrophic
events and costs of
and impact on
populations.
For human and
natural examples
given, provide
evidence of risk
assessment and/or
benefit of hazards.
All proficient
components.
Demonstrates
understanding of
conservation of
resources given as
examples.
3. The historical and philosophical nature of science. 10 points (5 points max each category)
Unsatisfactory
Basic
Proficient
a. Historical and cultural  Provides no evidence  Provides an example
 All basic components.
development of
of historical or
of a scientific event
 Provides an example
science.
cultural development
that influenced
where culture has
of science.
history.
contributed to
 Provides an example
scientific knowledge.
of science as a human  Provide an example
endeavor.
of an ethical scientific
issue.
 Provide an example
of a scientist who was
influence by culture,
societal or personal
beliefs.
b. Scientific inquiry.
 Provides no evidence
 Provides an example
 All basic components.
 Provide examples that
of scientific inquiry.
of how scientific
science distinguishes
knowledge is
itself from other ways
distinguished from
of knowing through the
non-scientific
use of empirical
knowledge.
standards, logical
arguments, and
skepticism.
 Examples of scientific
explanations that are
consistent with
experimental and
observational evidence
about nature.
 Examples of scientific
ideas that have been
subjected to several
reviews.
Distinguished
 All proficient
components.
 Provide an example
where science was
influenced by social,
cultural and/or
personal beliefs.
 Provides several
example of scientists
who were influenced
by society, culture
and personal beliefs.
 All proficient
components.
 An example of an issue
where two scientists
differ in their
interpretations of the
evidence or theory.
Attachment
NSTA Teaching Standards Portfolio
Scoring Sheet
Student’s Name: ________________________
Date Completed: ________________________
Instructor: ____Dr. Andrea Burrows____
Section
1. The unifying concepts of science – 20 pts
a. Systems, order and organization.
b. Evidence, models and explanation.
c. Constancy, change and measurement.
d. Evolution and equilibrium.
e. Form and function.
2. Social context & application of science – 20 pts
a. Personal and community health.
b. Socially important issues, science and
technology.
c. Environmental quality and population
growth.
d. Human and natural induced hazards.
e. Natural resources.
3. The historical & philosophical nature of
science – 10 pts
a. Historical and cultural development of
science.
b. Scientific inquiry.
Score
Comments