Science

Assessment
Rubric

Name
s:

Topic:

Criteria
Knowledge and
Understanding

Light from a source

forms shadows and can
be absorbed, reflected
and refracted
(ACSSU080)

Klaire Ladgrove, Caitlyn Gallagher, Stephanie Jordan & Jemma McMahon

Light

Level:

Above standard
(beginning next level)

Below Standard

Approaching Standard

At Standard

Student is unable to name light

sources and very few light
aspects without prompting from
teachers.

Student can name few light sources and

name the aspect of light. Students are
unable to state the meanings of
Reflection, Refraction, Absorption and
Transmission. The student is able to show
few connections on how light aspect relate
and sources between them.

Student can name significant amount of

light sources whilst identifying the four
aspects of light and their meanings. Are
able to show which aspects of light relate
and name many sources of light related to
them.

Student can name substantial amounts of

light sources whilst identify all aspects of
light and explaining in detail how each
aspect of light interconnect with each
other and the source. The student is also
displaying evidence of connecting the
theoretical aspect of light to real-world
experiences.

Student is unable to provide

evidence of an understanding of
the behaviour of light.

Student is developing an understanding of

the behaviour of light and beginning to
make observations of its effects. Student
is unable to make basic predictions and
conclusions based on their experiments.

Student shows an understanding of the

behaviour of light by making observations
of its effects. Student can make a basic
prediction and draw conclusions based on
the results of experiments.

The student shows a thorough and

extensive understanding of the behaviour
of light by making observations of its
effects. Student can make predictions, test
their predictions and draw thoughtful
conclusions, showing evidence of
reflection.

Needs complete guidance to link

their prior knowledge to the topic
of light waves. Students
struggles to respond to questions
about light waves and their
student investigation.

With teacher guidance student recognizes

evidence based on their predictions about
light waves. Students can respond to
questioning around their student
investigation.

With teacher guidance student can use

evidence and their prior knowledge to
make predictions about light waves.
Engages in questioning through the
students investigation.

Independently can use evidence of the

topic and make links to their prior
knowledge to make predictions about light
waves. Questions oneself and others to
guide them through their students
investigation stage.

Science as a Human
endeavour.

Science Inquiry
Questioning and
predicting.

Planning and
conducting.

Recording and
processing

Analysing and
Evaluating

Is unable to use equipment

without constant teacher
assistance. Is unable to plan their
student design investigation
without constant teacher
assistance.

Can safely use some equipment with

teacher assistance throughout
experiments. Can plan with teacher
assistance, student design investigation
with explicit detail and attention to the
investigation report and the undertaking of
the experiment.

Can safely, independently and

collaboratively with a variety of equipment
with some assistance from the teacher.
Can plan student design investigation with
explicit detail and attention to the
investigation report and the undertaking of
the experiment, with some assistance
from the teacher..

Can safely, independently and

collaboratively use a variety of equipment
throughout experiments. Can plan student
design investigation with explicit detail and
attention to the investigation report and
the undertaking of the experiment.

Student is unable to collect and

organise data. Students needs
constant assistance with all steps
related to recording and
processing.

Can collect data and organise results with

some assistance from a teacher. Students
need assistance to identify results.

Can independently collect and organise

results with little assistance, students can
identify their result with little assistance
from a teacher.

Can independently collect and organise

results using formal methods. Students
can clearly identify their results in a
variety of ways.

Students are unable to draw their

own conclusions from their
experiment to their chose light
topic, even with assistance from
a teacher.

Students can draw upon conclusions

about their chose light topic with
assistance from the teacher. With
assistance students can relate their
conclusions to their original hypothesis.

Students can use evidence from their

findings and draw upon reasonable
conclusions about their light topic.
Students can relate their conclusions
somewhat to their original hypothesis.

Independently students can use their

result from their findings and draw upon
and conclusion about their chosen light
topic. Students can relate their conclusion
to their original hypothesis.

Student is unable to
communicate their findings. They
are unable to recall any scientific
vocabulary from the unit even
when prompted by a teacher.

Students is able to communicate their

findings in a correct manner. Student uses
scientific vocabulary sometimes or when
prompted by the teacher.

Student is able to communicate findings in

a clear and concise way for others to
understand. Student uses scientific
vocabulary most of the time.

Student is able to communicate their

findings in a way other students and
teachers can understand. Students are
able to use a wide range of scientific
vocabulary related to their topic.

Communicating