Achievement Level Definitions, Science Grade 5

Science achievement level definitions describe the quality of a student’s responses on state-level alternate assessments in relation to the alternate science standards. These definitions serve as the foundation for achievement level definitions for the alternate grade level expectations in science.

Skills associated with these achievement level definitions may include some of the following:

  • Identifying night and day
  • Identifying the sun
  • Identifying the Earth’s moon
  • Identifying the position of the sun at different times
  • Identifying or drawing different phases of the moon
  • Identifying weather through observation
  • Identifying different forms that water can take in the weather
  • Matching weather to the effects it can have on the Earth’s surface
  • Identifying pictures or descriptions of given animals and plants
  • Identifying plants and animals, and components of the environments that animals depend on for food and shelter

Appropriate performance at grade five is clarified by the level of complexity within the standard.

Proficient with Distinction
The student’s performance demonstrates an understanding of essential concepts in science, including the ability to make connections among central ideas. The student’s response demonstrates the ability to utilize information and solve problems and explain central concepts with clarity and accuracy.

Proficient
The student’s performance demonstrates a general understanding of essential concepts in science and connections among central ideas. The student’s response demonstrates the ability to utilize information and solve problems and explain central concepts. Student work may contain minor errors.

Partially Proficient
The student’s performance demonstrates incomplete understanding of essential concepts in science and inconsistent connections among central ideas. The student’s response demonstrates some ability to utilize information and solve problems. The quality of the responses is inconsistent. Explanation of concepts may be incomplete or unclear.

Substantially Below Proficient
The student’s performance demonstrates limited understanding of essential concepts in science and infrequent or inaccurate connections among central ideas. The student’s responses demonstrate minimal ability to solve problems. Explanations are illogical, incomplete or missing. There are many inaccuracies.