Name:

Grade:
Unit:
This document was created to assist students in completing self-evaluations following the completion of the unit. Please read the descriptions under the standards and rate yourself from 1 to 7, with 7
being the highest possible rating. Also add comments in the student reflection, including evidence of learning, reflections, and areas of improvement. The teacher will add comments regarding
formative and summative assessments.
Reminder of inquiry activities:

Standards
KNOWING AND UNDERSTANDING
Can you apply scientific knowledge
to unfamiliar and familiar
problem-solving contexts?
Can you outline scientific
knowledge?
Can you interprets information to
make scientifically-supported
judgements?
INQUIRING & DESIGNING
Can you outline an appropriate
question for science inquiry?
Can you outline a testable
prediction?
Can you outline variable nd data
collection methods?
PROCESSING AND EVALUATING
Do you present collected and
transformed data?
Can you connect data and results to
scientific reasoning?
Can you determine the validity of
your prediction based on results?
Can you describe improvements or
extensions to the methods?

Rate 1 to 7

Student Reflection

Teacher Comments

REFLECTING ON IMPACT
Can you summarize how science
was used to address a specific issue
or problem?
Can you use scientific language
effectively?
Did you document sources?
Can you summarize how the science
you studied is being used to solve
real-world issues?
Please post a link to your Vision Board here: My Vision Board
TARGET ATTITUDES
What were your target attitudes?
1.

_________________________

2.

_________________________

3.

_________________________

4.

_________________________

TARGET LEARNER PROFILE TRAITS

What were your learner profile traits?

1.

_________________________

2.

_________________________

3.

_________________________

4.

_________________________

GradeDescriptors
Gradelevel

Descriptor

Communicatesvariedanddetailedunderstandingofconceptsandcontexts.Usually
demonstratessophisticatedcriticalandcreativethinking.Usuallytransfersknowledgeandskills
inacomplexvarietyofsituations.Producesnewandinventiveworkofexceptionalquality.

Communicatesdeepunderstandingofconceptsandcontexts.Demonstratesthinkingskills
reliably,oftenwithsophistication.Usesknowledgeandskillsinmostsituationswith
independence.Producesoccasionallynewandinventive,higherqualitywork.

Communicatesdependableunderstandingofconceptsandcontexts.Demonstratesthinking
skillsreliably,sometimeswithsophistication.Usesknowledgeandskillsinknownsituationsin
andoutoftheclassroom.Withsomesupport,canuseknowledgeandskillsinnewsituations
outsideoftheclassroom.Producesmostlyhighqualitywork.

Communicatesbasicunderstandingofmostconceptsandcontextswithfewmisunderstandings
andminorgaps.Oftendemonstratesbasicthinkingskills.Usesandappliesknowledgeand
skillsinknownclassroomsituations,butrequiressupportinnewsituations.Producesworkof
acceptablequality.

Communicatesbasicunderstandingofmanyconceptsandcontexts,withoccasionalmajor
misunderstandingsorgaps.Beginstodemonstratesomebasicthinkingskills.Oftencannotuse
orapplyknowledgeandskills,requiringsupporteveninfamiliarclassroomsituations.Produces
workofbasicquality.

Workdemonstratesmisunderstandingsormajorgapsinunderstanding.Incompleteevidenceof
thinkingskills.Cannotuseorapplyknowledgeandskillsoutsideofsimpletasks.Produces
workoflimitedquality.

Manymajormisunderstandingsorlittleunderstandingdemonstrated.Verylittledemonstration
ofthinkingskills.Rarelyusingknowledgeorskills.Producesworkofverylimitedquality.

N/A

Notyetassessed

ApproachestoLearning
Gradelevel

Descriptor

Alwaysverydependabledemonstration

Usuallyrarelymisseschancestodemonstrate

Oftenincreasinglydependabledemonstration

Sometimestriesbutnodependabledemonstration

Rarelysometriesbutverylittledemonstration