Unformatted text preview: N, the marker should consider how effectively the response describes
in detail the method, procedure, or strategy used to provide a solution to the problem. Score Criteria 3 In the response, the student
• provides a complete, well organized, and clear solution to the problem
• presents, in detail, a strategy in a logical manner
• demonstrates consistency of thought
• uses physics vocabulary appropriately and precisely
• presents an explicit relationship between the explanation and diagrams (if used)
• states formula(s) explicitly
• may make a mathematical error, however, the error does not hinder the
understanding of either the strategy or the solution 2 In the response, the student
• provides an organized response; however, errors sometimes affect the clarity
• presents a strategy, but details are general and/or sometimes lacking
• demonstrates consistency of thought most of the time; however, some gaps in logic
leave the response somewhat open to interpretation
• uses physics vocabulary; however, it may not be precise
• presents an implicit relationship between explanation and diagrams (if used)
• uses formula(s) that he/she likely inferred by analyzing the calculations
• likely makes mathematical errors that may hinder the understanding of either the
strategy or the solution 1 In the response, the student
• lacks organization, and errors affect the clarity
• attempts to present a strategy with little or no detail
• demonstrates a lack of consistency of thought, and the response is difficult to interpret
• uses physics vocabulary; however, it is often misused
• presents a weak relationship between the explanation and diagrams (if used)
• may not state formula(s); however, it is possible that the formula(s) can be deciphered
by analyzing the calculations
• makes mathematical errors that hinder the understanding of the strategy and/or the
solution 0 In the response, the student
• writes very little and/or presents very little relevant information
• presents a response that is not organized and is confusing and/or frustrating to the
reader
• does not provide a strategy to solve the problem
• uses little or no physics vocabulary; however, if present, it is misused
• does not present a relationship between the explanation, if present, and diagrams (if
used)
• may state a formula, but it does not contribute toward the solution NR No response given. Physics 30 – January 2000 ii February 8, 2000 Holistic Scoring Guide
Reporting Category: Physics CONTENT
When marking CONTENT, the marker should consider how effectively the response uses physics concepts,
knowledge, and skills to provide a solution to the problem. Score Criteria 4 In the response, the student
• uses an appropriate method that reflects a thorough understanding of the major concepts
and/or laws, and indicates where they apply to the solution
• provides a complete description of the method used and shows how to solve the problem
• correctly uses formula(s) and, although minor errors in substitution and/or calculation may be
present, they do not hinder the understanding of the physics content
• has drawn diagrams and/or sketches, if applicable, that are appropriate,...
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This note was uploaded on 01/14/2014 for the course PHYSICS Physics 30 taught by Professor Quinlan during the Fall '09 term at Centennial High School.
 Fall '09
 Quinlan
 Physics

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