Sciences (IB MYP II-III)
This rubric is part of the IB (International Baccalaureate) Middle Years Program, for years II-III (Grade 7-8) curriculum for Sciences.
Sciences courses may be considered as consisting of either the traditional subjects of biology, chemistry and physics, or an integrated "sciences" course.*
This rubric utilizes the following criteria:
- One World: Students should understand the interdependence of science and society. Students are expected to discuss how science is applied and used to solve specific problems in life and society. Students should be given the opportunity to explore local and global scientific issues and evaluate the interaction between science and scientific developments with social, economic, political environmental, cultural, and ethical factors. Assessment tasks allow students to demonstrate their understanding of the role of science in society through the development of analysis and critical thinking. Assessment tasks to assess this criterion include essays, case studies and research projects, but also debates and oral presentations.
- Communication in Science: Students should be able to demonstrate understanding when communicating scientific information. Students should use scientific language, a range of communication modes, and the most appropriate communication format. Depending on the tasks, students will be expected to acknowledge the sources of information and document these appropriately. Assessment tasks to assess this criterion include investigation reports, research essays, case studies, interdisciplinary projects, and media presentations.
- Knowledge and Understanding: Students should show their understanding of the main scientific ideas and concepts of science by applying these to solve problems in familiar and unfamiliar situations. Students should develop critical-thinking skills to analyze and evaluate scientific information. Assessment tasks to assess this criterion include complex questions in tests, critical analysis of case studies, research projects or media articles on scientific issues.
- Scientific Inquiry: Students are expected to design and carry out scientific investigations independently. Students should be able to (i) state a problem that can be tested by an investigation; (ii) formulate a suitable hypothesis; (iii) identify and manipulate variables; (iv) plan an appropriate investigation including the method and materials; (v) evaluate the method. Assessment tasks to assess this criterion include laboratory experiments and field studies.
- Processing Data: Processing data refers to enabling students to organize and process data. Students should be able to organize and transform data by numerical calculations into diagrammatic form (tables, graphs, and charts) and draw and explain appropriate conclusions. Assessment tasks to assess this criterion include scientific investigations carried out by students, or by others, as well as laboratory reports and studies that provide students with raw data for further processing and analysis.
- Attitudes in Science: The criterion refers to encouraging students’ attitudes of safety, respect, and collaboration. Students are expected to: (i) carry out scientific investigations using materials and techniques skillfully and safely and showing respect for the living and non-living environment; (ii) work effectively as a member of a team, collaborating, acknowledging, and respecting the views of others as well as ensuring a safe working environment. Evidence of performance of this criterion is collected from the observation of students when working in science, individually and in groups.
This rubric is licensed under Creative Commons Attribution-ShareAlike 3.0 Unported License
Gil Anspacher, Technology Coordinator & MYP Technology Teacher
Virgin Islands Montessori School & Peter Gruber International Academy
St. Thomas, U.S. Virgin Islands