Features of Quality - SSI

Key Features of Quality in support of student and teacher judgement for the Science in Society Investigation are described
here. The Features of Quality are the criteria used to assess the student work as best fitting one of the four Descriptors.
Exceptional Above Expectations In Line with Expectations Yet to Meet Expectations
 Chooses an interesting or novel topic and  Chooses an interesting or novel topic  Chooses a topic and research  Chooses a topic but is given
research question and research question question with some teacher the research question
 Finds information about the topic from a  Finds information about the topic from a guidance  Is directed to sources of
Investigating

large number of varied and balanced
sources, and gives a complete reference list
 Evaluates the reliability (relevance, accuracy
and bias) of the sources
 Considers the quality of the information
collected from the different sources
 Clearly positions the topic as science in
society; explains the relevant science and
the impact of the topic on society and/or
the environment
Communicating
number of balanced sources, and gives a
complete reference list
 Discusses the reliability and quality
(relevance, accuracy and bias) of the
sources
 Positions the topic as science in society;
explains the relevant science and the
impact of the topic on society and/or the
environment
 Finds some useful sources of
information about the topic and
gives a complete reference list
 Gives some consideration to the
reliability or quality (relevance,
accuracy and bias) of the sources
 Mentions in passing the impact of
the topic on society and/or the
environment.
 Presents the investigation in a
information about the topic
 Uses very few sources with
little evidence of what the
sources are
 Presents the investigation
using some scientific
terminology
 Presents the investigation in

 Presents the investigation in a very well-  Presents the investigation in a well- structured way using relevant a way that is somewhat
structured way (that is clear and easy to structured (that is clear and easy to scientific terminology structured
read) using relevant scientific terminology read), using relevant scientific  Explains different sides of the
and informative representations; uses an terminology and informative argument
innovative approach that truly enhances the representations
work  Explains different sides of the argument
 Explains different sides of the argument in
detail
 Evaluates all the information; views on the  Evaluates most of the information,  Evaluates most of the  Evaluates some of the
Knowledge & Understanding

chosen topic are considered and discussed understanding how particular sources information, understanding that information
in depth might bias scientific practices and particular sources might bias  Gives a personal opinion
 Links the information to the topic under knowledge scientific practices without explanation or a
investigation  Links the information to the topic  Gives a personal opinion with link to the original
 Reviews all the information using science under investigation some explanation question
explanations  Reviews most of the information using
 Gives a personal opinion which is justified science explanations
by referring to the information evaluated  Gives a personal opinion linking the
information to the argument

Adapted from Junior Cycle Science Guidelines for the Classroom-Based Assessments and Assessment Task First Edition, NCCA, March 2016
 Features of Quality - EEI
Key Features of Quality in support of student and teacher judgement for the Extended Experimental Investigation are described
here. The Features of Quality are the criteria used to assess the student work as best fitting one of the four Descriptors.
Exceptional Above Expectations In Line with Expectations Yet to Meet Expectations
 Forms a testable hypothesis or prediction with  Forms a testable hypothesis or prediction  With limited guidance,  Uses a given investigation
justification with justification forms a testable question
 Describes considerations related to reliability and  Identifies the variable to be measured and hypothesis/prediction with  Is directed in using
fairness the variable to be changed justification equipment to collect and
Investigating

 Safely assembles, and accurately uses, appropriate  Safely uses appropriate equipment  Safely uses appropriate record data
equipment and technologies to collect and record  Describes the method and equipment equipment  Data collection method
reliable data used to collect and record data  Describes the method used described is not
 Describes the method used to accurately collect  Records a sufficient amount of good to collect data - some of the repeatable
and record good quality, reliable data in a manner quality data steps are understandable
that could be easily repeated but lack some detail
 Records a sufficient amount of good quality data  Records data collected
 Presents data in the most appropriate way using  Displays data neatly and accurately, using  Displays data on simple  Displays data on
relevant scientific terminology and informative relevant scientific terminology and tables, charts or graphs, incomplete tables, charts
Communicating

representations; calculations, if any, are informative representations; calculations, allowing for some errors in or graphs, allowing for
performed to a high degree of accuracy if any, are performed to a high degree of scaling or plotting some errors in scaling or
 Describes the relationships between the variables accuracy  Describes the relationships plotting
 Shows examples of creativity in presentation or  Describes the relationships between the between the variables  Restates given information
uses an innovative approach that truly enhances variables  Was creative at times; and data
the work  Uses a unique approach that truly thoughtfully presented
enhances the work
 Provides a comprehensive and logically-  Draws a conclusion consistent with the  Draws a conclusion and  Draws a conclusion
Knowledge & Understanding

sequenced conclusion supported by the data; data, identifies any anomalous data comments on whether the  Identifies a feature of the
identifies and explains any anomalous data  Uses relevant science knowledge to assess conclusion supports the investigation that could be
 Uses relevant science knowledge to assess and whether the hypothesis has/has not been hypothesis improved
describe whether the hypothesis has/has not been supported by the conclusion  Identifies some features of
supported  Identifies the strengths and weaknesses of the investigation that could
 Describes in detail the strengths and weaknesses the investigation and suggests appropriate be improved and suggests
of their own investigations, including appropriate improvements, or explains why the improvements
improvements and or refinements, or explains procedures were of sufficient quality
fully why no further improvements could
reasonably be achieved

Adapted from Junior Cycle Science Guidelines for the Classroom-Based Assessments and Assessment Task First Edition, NCCA, March 2016