Outcomes-Based Assessment Criteria for Manitoba Science Curriculum
There are 4 essential learning dimensions of the Manitoba Science Curriculum. Within the Middle
Years Curriculum dimensions 1 & 2 are likely more important than 3 & 4.
1. Experiential-Evidential – this is the observable, experiential and, typically, activity-based
dimension. At this label students are ‘doing’ science by carrying out experiments and
investigations. Assessment in this category should reflect their level of competence in
operating at this level. Do they plan investigations, make predictions, make and record
observations and measurements? Do they work independently and co-operatively?
2. Understanding and Psychological – this is the level at which students are reasoning. Can
they make sense of what they have experienced? Can they put together their observations in
way that shows they are making sense? Do they ask questions that indicate their thought
processes?
3. Theoretical- this is the level where students are operating at an abstract theoretical level.
They are using vocabulary and making connections between ideas that show a welldeveloped knowledge of science phenomena.
4. Human Element – on this dimension students are relating their new knowledge to new
contexts. Can they apply their new understandings to issues of social and environmental
consequence.
Students will be awarded a Not Achieved, Achieved, Merit or Excellence for this based upon the
criteria below. The criteria are cumulative. To obtain an excellence, the achieved and merit criteria
must be attained.
Dimension
Not Achieved
Achieved
Merit
Excellence
EvidentialExperiential
Unable to or
poorly performs
practical
experiences
Performs
activities and
experiences with
acceptable skill
and accuracy.
Performs
activities with skill,
confidence and
accuracy.
Performs
activities with
confidence, and
accuracy.
Critically
evaluates
performance and
responds
accordingly.
UnderstandingPsychological
Unable to or poorly
explains science
experiences and
processes. Unable
to connect
experiences to new
understanding.
Acceptably explains
experiences.
Explanations
provided show an
understanding of
how experiences
are linked to
science ideas.
TheoreticalKnowledge
Unable to use
science vocabulary
or articulate science
ideas at an abstract
level.
Uses science
vocabulary or
articulate science
ideas at an abstract
level.
Uses science
vocabulary or
articulate science
ideas at an abstract
level with accuracy
or thoroughness.
Human Element
Unable to apply
understandings to
contextual issues,
events and
processes.
Applies
understandings to
contextual issues,
events and
processes.
Applies
understandings to
contextual issues,
events and
processes with
justification.
Explanations show
an accurate and
comprehensive
understanding of
relationships
between
experiences and
new
understandings.
Uses science
vocabulary or
articulate science
ideas at an abstract
level and with
accuracy and
thoroughness.
Applies
understandings to
contextual issues.
events and
processes with
justification and
provides evaluative
understanding of
such issues.
Outcomes-Based Assessment:
Example:
5-1-06: Identify the major components of the digestive system, and describe its role
in the human body. Include: teeth, mouth, esophagus, stomach, and intestines
break down food.
It is likely that this outcome is best assessed at both the understanding (describe)
and theoretical (identify) level, but the slo is more focused upon the knowledge
level. Can a student identify parts and describe its role, which is both a knowledge
and, to a lesser extent, understanding outcome.
A variety of things could be done to assess:
1. Students could label a diagram and provide an explanation of what occurs
there
2. Students could be given a series of cards. The cards might have pictures,
names of parts, and what the parts do. They could sort these as matching
items to show they know the relationship.
3. They could be shown a picture of the digestive system. They need to identify
parts and tell you their function.
Based upon this we could identify their level of achievement:
Dimension
Not Achieved
Achieved
Merit
Excellence
TheoreticalKnowledge
Unable to use
science vocabulary
related to human
digestion or
articulate science
ideas at an abstract
level.
Uses science
vocabulary or
articulate science
ideas related to
human digestion at
an abstract level.
Uses science
vocabulary or
articulate science
ideas related to
human digestion at
an abstract level
with accuracy or
thoroughness.
UnderstandingPsychological
Unable to or poorly
explain science
experiences and
processes
associated with
human digestion.
Unable to connect
experiences to new
understanding.
Acceptably explains
experiences
associated with
human digestion.
Explanations
provided show an
understanding of
how experiences
associated with
human digestion are
linked to science
ideas.
Uses science
vocabulary or
articulate science
ideas at an abstract
level and with
accuracy and
thoroughness
related to human
digestion.
Explanations show
an accurate and
comprehensive
understanding of
relationships
between
experiences
associated with
human digestion
and new
understandings.
Student Name
Fred
Level Of Achievement
Merit
Susan
Excellence
Evidence
Can identify the parts and say
what they do, but not in a welldeveloped manner.
Identifies the parts and
describes their role with detail
showing she understands what
role each has and how they
are interconnected