Rubrics for NCATE Standards

Candidates know and understand the inquiry processes scientists use in the discovery of new knowledge

K

Evidence shows that:

• Candidates do not have an adequate understanding of the abilities needed to do scientific inquiry

Evidence shows that:

• Candidates demonstrate an understanding of the abilities needed to do scientific inquiry
  
  

Evidence shows that:

• Candidates demonstrate an in-depth understanding of and experience with the abilities needed to do scientific inquiry

Candidates know and understand the fundamental concepts in the subject matter of physical, life, earth and space sciences

K

Evidence shows that:

• Candidates lack understanding of the major concepts of one or more of the areas of physical, life, earth and space sciences

Evidence shows that:

• Candidates possess understanding of important concepts of the physical, life, earth and space sciences
  
  
• Candidates know some naïve theories and misconceptions about scientific and technological phenomena

Evidence shows that:

• Candidates possess a broad understanding of the important concepts in the four disciplines, and an in-depth understanding of one science
  
  
• Candidates can anticipate and plan to address some naïve theories and misconceptions

Candidates know and understand concepts in science and technology

K

Evidence shows that:

• Candidates do not understand concepts that define and distinguish science from technology

Evidence shows that:

• Candidates identify the similarities and differences between science and technology
  
  
• Candidates can engage in limited technological and scientific problem-solving

Evidence shows that:

• Candidates critically analyze similarities and differences between science and technology
  
  
• Candidates can communicate the nature of a problem, and how to design, implement, and evaluate a solution to that problem

Candidates know and understand concepts of science in personal and social perspectives

K

Evidence shows that:

• Candidates do not understand how science can be related to the needs of students, the local community, or society at large

Evidence shows that:

• Candidates understand how science can be related to the needs of students, the local community, and society at large
  

Evidence shows that:

• Candidates understand how science can be related to the needs of students, the local community, and society at large, and can identify ways to engage students in addressing such needs effectively through study and action
  

Candidates know and understand the history and nature of science

K

Evidence shows that:

• Candidates do not know and understand the history and nature of science

Evidence shows that:

• Candidates understand the practice of science as a human endeavor, the nature of science, and the history of science

Evidence shows that:

• Candidates understand science as a human endeavor, the nature of science, and the history of science and can effectively relate such study to the lives, needs, and interests of students

Candidates know and understand the unifying concepts of science

K

Evidence shows that:

• Candidates cannot identify major concepts and principles that unify all scientific effort and that are used in each of the scientific disciplines

Evidence shows that:

• Candidates identify major concepts and principles that unify all scientific effort and that are used in each of the scientific disciplines

Evidence shows that:

• Candidates provide significant applications of major concepts and principles that unify all of the sciences and that are used in each of the scientific disciplines

Candidates use the fundamental concepts in the subject matter of science and the inquiry processes scientists use in the discovery of new knowledge to build a base for scientific and technological literacy

K, S, I

Evidence shows that:

• Candidates do not effectively engage students in the learning of science through inquiry; build the framework for understanding science as an activity; and/or effectively assess the learning of science

Evidence shows that:

• Candidates engage students with beginning proficiency in the learning of science through inquiry; build the framework for understanding science as an activity; and effectively assess the learning of science