Student Name(s):
ASSESSMENT CRITERIA
Information/Research
Use of Facts/Statistics
Understanding of Topic
Application
Technical Language
Organisation and Presentation
Spelling, Grammar and Punctuation
Use of Technology
Glossary and Images
Referencing and Bibliography
Collaboration and Effort
Level 1 – Working below standards
Students have researched some of their
inquiry questions. Students have used limited
primary and secondary sources. The
connections between the research and the
conservation park design are unclear.
Students have included minimal facts and
statistics to support their claims and ideas.
Shows a reasonable understanding of ‘water
in the world.’ Only somewhat understands the
use and value of water, and the importance of
conservation.
Students make some connections between the
inquiry project and ‘water in the world.’
Students have used limited topic specific and
technical language.
Organizes and presents information by using a
limited range of thinking and learning
strategies.
Spelling, grammatical and punctuation errors
are evident.
Students used some technology to complete
the inquiry project, but it could have been
used more effectively.
Students have included a basic glossary and
limited images.
Sources of information are limited, partially
referenced. Basic bibliography included.
Students worked collaboratively and
supported one another some of the time.
Students used limited Learner Powers to
complete the project. Students invested some
effort but not consistently.
Date:
Level 2 – Working at standards
Students demonstrate that they have
researched their inquiry questions. Students
have located information from primary and
secondary sources. Students have used their
research to inform the design of their
conservation park. The connections between
the research and the conservation park design
are mostly clear.
Students have included a variety of facts and
statistics to support their claims and ideas.
Shows a good understanding of ‘water in the
world.’ Articulates the use and value of water,
and the importance of conservation to an
adequate level.
Students make a variety of connections
between the inquiry project and ‘water in the
world.’
Students incorporate a range of topic specific
and technical language to articulate their
understanding.
Organizes and presents information by using
at least three different thinking and learning
strategies to record research.
Spells high frequency and more difficult
words mostly correct. Simple and compound
sentences written mostly correct. Common
punctuation is correct. Overall, limited errors
present.
Students used technology appropriately to
research and design their conservation park.
Students have included a complete glossary of
technical terms. Students have included
images to support their research and ideas.
A range of sources used and mostly
referenced correctly.
Complete bibliography included.
Students worked well together and were
mostly supportive of one another. Students
used some Learner Powers to complete the
project. Students invested a reasonable
amount of effort.
Level 3 – Working above standards
Students have researched their inquiry
questions in-depth. Students have located
information from a range of primary and
secondary sources. Students have used their
extensive research to inform the design of
their conservation park. The connections
between the research and the conservation
park design are clear.
Students have included extensive facts and
statistics used to support their claims and
ideas. Facts and statistics are obtained from
reliable sources.
Shows an excellent understanding of ‘water
in the world.’ Clearly and thoroughly
articulates the use and value of water, and the
importance of conservation.
Students make extensive connections
between the inquiry project and ‘water in the
world.’
Students incorporate extensive topic specific
and technical language to articulate their
understanding.
Organizes and presents information in a
thorough and orderly manner. Uses a variety
of thinking and learning strategies (>5) to
record research (mind maps, Venn diagrams,
etc.).
Spells all high frequency and more difficult
words correctly. Simple and compound
sentences written correctly. Punctuation is
consistently correct.
Students used technology creatively and
effectively to research and design their
conservation park.
Students have included an extensive glossary
of technical terms. Students have used a
range of images that clearly support their
research and ideas.
Extensive, reliable sources used and
referenced correctly. Thorough bibliography
included.
Students worked collaboratively, supported
one another in their learning journey, and
used various Learner Powers. Students
invested a high level of consistent effort.