ISAT Science Performance Definitions
Grade 7
EXCEEDS STANDARDS
11A & B (Inquiry)
Students engaged in the inquiry process are implementing scientific
processes to conduct experiments and to formulate and build technological
design solutions to actual problems.
Students who exceed the state standards consistently apply the
principles for scientific investigation to formulate and conduct
an experiment. They consistently draw accurate conclusions based
on evidence. They apply their knowledge to broad and complex situations
and experiments and communicate results using a combination of methods
(e.g., oral, written, and graphic). Students can analyze the validity
of their experiments. Students consistently apply the principles
of scientific inquiry to formulate, build, and evaluate a device
designed to address a specific problem using established criteria.
They recommend improvements based on the analysis of test results
and criteria.
12A & B (Life Science)
Students engaged in the biological standards will identify key
biological concepts and compare and contrast forms and structures
as they reflect an organism’s function. The students study
the interdependence of the environmental system and the biotic and
abiotic factors that comprise that system.
Students who exceed the state standards in science consistently
know and apply biological concepts (cells, reproduction, adaptations)
as well as the interdependence of biotic and abiotic factors in
an environment. They consistently recognize the various components
of an ecological system and are able to apply their knowledge beyond
immediate topics.
12C & D (Physical Science)
Students engaged in the physical science standards will identify
the key physical concepts of matter and energy as well as force
and motion. Students will relate and describe the interactions between
key physical concepts and apply the principles that connect the
physical world.
Students who exceed the state standards consistently describe physical
science concepts (atoms, molecules, forces, motion, energy). They
can apply their knowledge accurately and consistently make connections
between related concepts, models, or systems.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the
key concepts that describe the diverse features of Earth. Students
will apply these concepts to describe and explain the interactions
of Earth’s processes and its place in the solar system.
Students who exceed state standards understand and explain forces,
events, and processes (plate tectonics, erosion, weather patterns)
that affect Earth. They can transfer and apply these principles
to analyze and explain systems in the universe. They identify and
describe objects in the solar system and consistently make connections
between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards
will recognize the validity and replicability of results and the
nature of science investigations. The students will identify and
examine contributions of the science community. Students will identify
and examine the effects of scientific discovery and technological
applications on their individual lives and the global community.
Students who exceed state standards have a broad understanding
of the relationships among science, technology, and society. They
are aware of the roles science and technology play in the larger
community. Students can evaluate conservation strategies and the
probable impacts of environmental policies based on classroom-developed
criteria.
MEETS STANDARDS
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific
processes to conduct experiments and to formulate and build technological
design solutions to actual problems.
Students who meet state standards usually apply the principles
for scientific investigation to formulate and conduct a simple experiment.
They draw accurate conclusions based on evidence. They can usually
apply their knowledge to directly related situations or experiments.
Students communicate results in a simple way (using graphs, diagrams,
charts, etc.) but may need some guidance in communicating results
and procedures in oral or written form. Students are usually able
to analyze the reliability (e.g., control and variable) of their
experiments and manipulated key variables
Students usually apply the principles of scientific inquiry to
formulate, build, and evaluate a device designed to address a specific
problem using established criteria. Students can usually solve a
simple design problem, recognize sources of error, and recommend
an improvement.
12A & B (Life Science)
Students engaged in the biological standards will identify key
biological concepts and compare and contrast forms and structures
as they reflect an organism’s function. The students study
the interdependence of the environmental system and the biotic and
abiotic factors that comprise that system.
Students who meet the state standards usually recognize scientific
concepts in life sciences such as biology and ecology. Students
usually understand various biological concepts (cells, reproduction,
adaptations) and the interdependence of biotic and abiotic factors
in an environment. They recognize the components of various systems
and usually extend their knowledge beyond immediate topics.
12C & D (Physical Science)
Students engaged in the physical science standards will identify
the key physical concepts of matter and energy as well as force
and motion. Students will relate and describe the interactions between
key physical concepts and apply the principles that connect the
physical world.
Students who meet the state standards usually describe principles
of physical science concepts (atoms, forces, motion, energy). They
can usually apply them to simple problems but may require some guidance.
They usually extend their knowledge beyond immediate topics. They
are usually able to model or demonstrate concepts.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the
key concepts that describe the diverse features of Earth. Students
will apply these concepts to describe and explain the interactions
of Earth’s processes and its place in the solar system.
Students who meet the state standards will usually understand large-scale
dynamic forces, events, and processes of Earth’s systems (plate
tectonics, weather events, gravity). They are usually able to analyze
and explain the systems and components in the universe. They usually
identify and describe objects in the solar system and usually make
connections between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards
will recognize the validity and replicability of results and the
nature of science investigations. The students will identify and
examine contributions of the science community. Students will identify
and examine the effects of scientific discovery and technological
applications on their individual lives and the global community.
Students who meet state standards are usually aware of the political
and economic impact of science and technology on the larger community.
They can usually evaluate simple issues and occasionally make connections
to the large community. They usually have a basic understanding
of the impacts that science and technology have on social, environmental,
health, and ethical issues.
BELOW STANDARDS
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific
processes to conduct scientific experiments and to formulate and
build technological design solutions to actual problems.
Students who do not meet state standards seldom apply the principles
for scientific investigation to formulate and conduct a simple experiment.
They often interpret and communicate the results of an activity
or experiments by giving limited or literal accounts. They can collect
data and graph it if specific guidance is given. Their ability to
interpret a graph and apply its meaning to other contexts is limited.
They make or draw conclusions that are rarely grounded in available
information. Students seldom apply the principles of scientific
inquiry to formulate, or build a device in a given situation designed
to address a specific problem using established criteria. Students
seldom solve simple design problems and rarely are able to recognize
error or recommend improvements.
12A & B (Life Science)
Students engaged in the biological standards will identify key
biological concepts and compare and contrast forms and structures
as they reflect an organism’s function. The students study
the interdependence of the environmental system and the biotic and
abiotic factors that comprise that system.
Students who do not meet the state standards seldom recognize the
key components of biological and ecological systems. They seldom
integrate facts into broader concepts and rarely see that these
concepts are part of an interdependent system. They may know the
"what" but rarely know the "why."
12C & D (Physical Science)
Students engaged in the physical science standards will identify
the key physical concepts of matter and energy as well as force
and motion. Students will relate and describe the interactions between
key physical concepts and apply the principles that connect the
physical world.
Students who do not meet state standards seldom understand basic
physical concepts (atoms, molecules, forces, motion, energy). They
have difficulty applying them to simple problems and require guidance.
They rarely understand the various applications of a principle.
They are seldom able to make connections between classroom demonstrations
and principles.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the
key concepts that describe the diverse features of Earth. Students
will apply these concepts to describe and explain the interactions
of Earth’s processes and its place in the solar system.
Students who do not meet state standards will seldom understand
large-scale dynamic forces, events, and processes of Earth’s
systems (plate tectonics, weather, gravity).
They recognize objects in the solar system but do not make connections
between them.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards
will recognize the validity and replicability of results and the
nature of science investigations. The students will identify and
examine contributions of the science community. Students will identify
and examine the effects of scientific discovery and technological
applications on their individual lives and the global community.
Students who are below state standards are seldom aware of the
political and economic impacts of science and technology on the
larger community. They are seldom able to evaluate simple issues
or make connections to the larger community. They can not explain
why or how science and technology are related.
ACADEMIC WARNING
11A & B (Inquiry)
Students engaging in the inquiry process are implementing scientific
processes to conduct scientific experiments and to formulate and
build technological design solutions to actual problems.
Students at the academic warning level rarely recognize the principles
for scientific investigation. They are rarely able to formulate
simple experiments and often require specific guidance to conduct
experiments. They usually misinterpret and miscommunicate the results
of their experiments. They are rarely able to interpret the data
and apply it to other contexts. They often make predictions or draw
conclusions that are not based on evidence. Students rarely understand
the principles of scientific inquiry. They are rarely able to formulate
and build a device designed to address a specific problem using
established criteria. They rarely recognize errors and are unable
to identify solutions.
12A & B (Life Science)
Students engaged in the biological standards will identify key
biological concepts and compare and contrast forms and structures
as they reflect an organism’s function. The students study
the interdependence of the environmental system and the biotic and
abiotic factors that comprise that system.
Students at the academic warning level rarely or inconsistently
recognize the key components of biological and ecological systems.
They are unable to integrate discreet facts into broader concepts,
and they fail to understand these concepts as parts of an interdependent
system. They do not extend their understanding beyond discreet or
isolated concepts.
12C & D (Physical Science)
Students engaged in the physical science standards will identify
the key physical concepts of matter and energy as well as force
and motion. Students will relate and describe the interactions between
key physical concepts and apply the principles that connect the
physical world.
Students at the academic warning level do not grasp basic physical
science concepts. They do not consistently demonstrate mastery of
fundamental concepts. They are rarely able to make connections between
classroom demonstrations/models and principles.
12E & F (Earth & Space Science)
Students engaged in the earth science standard will identify the
key concepts that describe the diverse features of Earth. Students
will apply these concepts to describe and explain the interactions
of Earth’s processes and its place in the solar system.
Students at the academic warning level may understand isolated
concepts but will rarely make connections between large scale dynamic
forces, events, and processes that affect Earth. They rarely demonstrate
mastery of fundamental processes (plate tectonics, El Niño,
rock cycle). They seldom recognize objects in the solar system or
their roles the universe.
13A & B (Science, Technology, and Society)
Students engaged in the science, technology, and society standards
will recognize the validity and replicability of results and the
nature of science investigations. The students will identify and
examine contributions of the science community. Students will identify
and examine the effects of scientific discovery and technological
applications on their individual lives and the global community.
Students at the academic warning level are not aware of the political
and economic impact of science and technology on the larger community.
Their interpretations and decisions tend to be based on short-term
concerns, and they rarely grasp the reciprocal relationships among
science, technology, and society.
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