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![Page 1: Rubric 1: Assessing Students’ Understanding of Science Concepts · 2019. 2. 11. · Is the argument logically organized (e.g., by focusing on one causal factor at a time)? Does](https://reader034.vdocuments.us/reader034/viewer/2022052007/601c758ed5692b3e760370b7/html5/thumbnails/1.jpg)
Rubric 1: Assessing Students’ Understanding of Science Concepts
Rubric 2: Assessing Students’ Understanding of the Crosscutting
Concept of Systems and System Models
![Page 2: Rubric 1: Assessing Students’ Understanding of Science Concepts · 2019. 2. 11. · Is the argument logically organized (e.g., by focusing on one causal factor at a time)? Does](https://reader034.vdocuments.us/reader034/viewer/2022052007/601c758ed5692b3e760370b7/html5/thumbnails/2.jpg)
Rubric 3: Assessing Students’ Performance of the Practice of Constructing
Scientific Arguments
![Page 3: Rubric 1: Assessing Students’ Understanding of Science Concepts · 2019. 2. 11. · Is the argument logically organized (e.g., by focusing on one causal factor at a time)? Does](https://reader034.vdocuments.us/reader034/viewer/2022052007/601c758ed5692b3e760370b7/html5/thumbnails/3.jpg)