LEVEL 4
There is evidence in this response that the student, using analysis,
has a full and complete understanding of how impact events have shaped
the land, atmosphere, and living things.
• The response synthesizes information to provide a complete
description of the known effects of an impact event on the Earth system.
• Ideas are well integrated.
• The response uses accurate terminology to explain scientific
principles.
LEVEL 3
There is evidence in this response that the student, using analysis,
has a good understanding of how impact events have shaped the land,
atmosphere, and living things.
• The response synthesizes information to provide a complete
description of the known effects of an impact event on the Earth system.
• Ideas are reasonably well integrated.
• The response uses mostly accurate terminology to explain scientific
principles.
LEVEL 2
There is evidence in this response that the student has a basic understanding
of how impact events have shaped the land, atmosphere, and living things.
• The response provides descriptions of some known effects of
an impact event on the Earth system.
• Ideas are reasonably well integrated.
• The response uses limited accurate terminology to explain scientific
principles.
LEVEL 1
There is evidence in this response that the student has limited understanding
of how impact events have shaped the land, atmosphere, and living things.
• The response provides partial descriptions of one or two effects
of an impact event on the Earth system.
• Ideas are not well integrated.
• The response makes little or no use of accurate terminology
to explain scientific principles.
LEVEL 0
There is evidence that the student has no understanding of how impact
events have shaped the land, atmosphere, and living things.
• The response is completely incorrect or irrelevant, or there
is no response.
Download
this rubric in PDF format.
Thursday, August 14, 2003