Grade 8 Science Rubric
PS 1-6 Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by
chemical processes.
PS 3-3 Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
Performance
Standards
Descriptor
Excelling
Scholars show consistent
evidence of learning the
targeted concept or skill. In
addition to consistently
meeting course-level
expectations, Scholar is able
to demonstrate flexible
application of the targeted
concepts and skills and is able
to transfer learning beyond the
scope of previously studied
examples to new situations.
Thermal Energy by chemical
process
●
●
●
●
●
Scholar shows consistent
evidence of learning the
targeted concept.
Scholar can precisely the
design task’s criteria and
constraints that can be
defined, the more likely it is
that the designed solution
will be successful.
Specification of constraints
includes consideration of
scientific principles in
solving problems related to
heat release and absorption
and how they can be
practically applied in
planning a design model.
Scholar can answer How
the homes/buildings we live
in are built to take
advantage of heat transfer.
Scholar is able to explore
materials and construction
options to help build
eco-friendly buildings.
Scholars show a consistent
understanding of the
knowledge and will share
different proposals for
Score
4
●
●
Proficient
Scholars show consistent
evidence of learning targeted
concepts and skills. Scholar
successfully completes
complex tasks. Scholars
consistently meet course-level
expectations.
●
●
●
●
solutions that can be
compared on the basis of
how well each one meets
the specified criteria of
saving energy and how
effective the design is for
being eco-friendly.
Scholar is able to make their
Eco-friendly design by using
the relevant apps.
Scholar is able to present
their design in class on time
and answer the peer
questions regarding the
design they made.
Scholar shows consistent
evidence of learning the
targeted concept.
Scholar can precisely the
design task’s criteria and
constraints that can be
defined, the more likely it is
that the designed solution
will be successful.
Specification of constraints
includes consideration of
scientific principles in
solving problems related to
heat release and absorption
and how they can be
practically applied in
planning a design model.
Scholar can answer the
question, How the
homes/buildings we live in
are built to take advantage
of heat transfer.
Scholar is able to explore
materials and construction
3
●
●
●
Approaching
Scholar shows inconsistent
evidence of learning targeted
concepts or skills. Scholar
successfully shows evidence
of learning related to simpler
tasks involving knowledge of
basic skills but struggles with
more complex concepts or
skills. Scholar inconsistently
meets course-level
expectations.
●
●
options to help build
eco-friendly buildings but
not too clear in the choices
of the materials.
Scholars may not show a
consistent understanding of
the knowledge and will
share different proposals for
solutions that can be
compared on the basis of
how well each one meets
the specified criteria of
saving energy and how
effective the design is for
being eco-friendly.
Scholar is able to make their
Eco-friendly design by using
the relevant apps.
Scholar is able to present
their design in class on time
and hardly answer the peer
questions regarding the
design they made.
Scholar shows consistent
evidence of learning the
targeted concept.
Scholar can not design task
criteria and constraints that
can be defined, the more
likely it is that the designed
solution will be successful.
Specification of constraints
includes consideration of
scientific principles in
solving problems related to
heat release and absorption
and how they can be
practically applied in
2
●
●
●
●
●
Developing
Scholar shows limited
evidence of learning targeted
concepts and skills. The
scholar has minimal success
using either simple or complex
concepts or skills. Scholar
●
●
planning a design model.
Scholar is not able to
answer questions, How the
homes/buildings we live in
are built to take advantage
of heat transfer.
Scholar is able to explore
materials and construction
options to help build
eco-friendly buildings but
not too clear in the choices
of the materials.
Scholars may not show a
consistent understanding of
the knowledge and will
share different proposals for
solutions that can be
compared on the basis of
how well each one meets
the specified criteria of
saving energy and how
effective the design is for
being eco-friendly.
Scholar is able to make their
Eco-friendly design by using
the relevant apps.
Scholar is able to present
their design in class or late
and hardly answer the
questions regarding the
design they made.
Scholar shows limited
evidence of learning
targeted concepts and
skills.
Scholar can not design
task criteria and
1
seldom meets course-level
expectations.
●
●
●
●
constraints that can be
defined, the more likely it is
that the designed solution
will be successful.
Specification of constraints
includes consideration of
scientific principles in
solving problems related to
heat release and
absorption and how they
can be practically applied
in planning a design
model.
Scholar is not able to
answer questions, How the
homes/buildings we live in
are built to take advantage
of heat transfer.
Scholar is unable to explore
materials and construction
options to help build
eco-friendly buildings but is
not too clear in the choices
of the materials.
Scholars may not show a
consistent understanding of
the knowledge and will
share different proposals for
solutions that can be
compared on the basis of
how well each one meets
the specified criteria of
saving energy and how
effective the design is for
being eco-friendly.
Scholar struggle to make
their Eco-friendly design by
using one of the relevant
apps.
●
Performance
Standards
Descriptor
No Evidence
Scholars show little evidence
of learning targeted concepts
and skills. Scholars struggle to
be successful in simple tasks
using knowledge and skills,
even with help. the scholar
does not meet course-level
expectations.
Scholar does not present
their design in class on time
or present late and hardly
answers the questions
regarding the design they
made.
Thermal Energy by chemical
process
●
●
●
Scholar was not able to
demonstrate flexible
application of the targeted
concepts and skills in
everyday life.
Scholar was unable to
submit or do their
presentation.
Scholar did not show up for
the retake.
score
NE
Based on research from Ken O’Connor, Robert Marzano, Tom Guskey, Dylan Wiliams, Tim Erickson, and Douglas Reeves, as well as several
examples from U.S., Canadian, Australian, and international schools.
What is an “exemplary” performance?
The highest level of our performance standards should be attainable by scholars achieving at grade level within the expectations of the course.
Exemplary in sixth grade does not mean that the scholar is performing at an eighth-grade level. Standard-level exemplary performance does not
mean meeting standards of the “Higher Level” or “Pre-AP” expectations. Exemplary, as our top level of achievement, means that scholars are able
to show evidence of complex cognitive processes applied and transferred beyond classroom examples. Exemplary evidence includes justifying a
process, procedure, or decision; adapting and transferring concepts or procedures to unfamiliar or new situations; and planning or constructing
solutions using unique combinations of concepts and skills.