The results of the GSE are reported in terms of statewide standards which identify six levels of performance ranging form minimal to high honors. These standards establish benchmarks of the quality of performance against which student work can be compared. The following Standards of Achievement provide a concrete set of challenging performance goals which allow teachers and students to identify strengths and deficiencies and to use these comparisons to foster scientific understanding.

Level 6

Student work at this level shows insightful reflection and mastery of scientific ideas and principles. There is exceptional evidence that entries have been revisited and improved to reflect newly-gained knowledge, skills, and increased depth of understanding. The problem-solving investigation shows excellent student-generated experimental design and accurate data collection. Qualitative and quantitative analyses and explanations of conclusions show a high level of reasoning. Evidence of productive collaboration show improved understanding of scientific ideas. Student work shows significant applications drawn from outside experiences and previously learned science to relate scientific ideas to real-world situations. The student's creative expression clearly shows excellent understanding of scientific ideas through comparison of original and revised samples of work. All aspects of the tasks are complete and contribute to the overall excellence of the portfolio. Student work displays careful Athenian to detail and excellent communication skills.

Level 5

Student work at this level shows thoughtful reflection and strong understanding of scientific ideas and principles. There is convincing evidence that entries have been revisited and improved to reflect newly-gained knowledge, skills, and increased depth of understanding. The problem-solving investigation shows very strong student-generated experimental design and accurate data collection. Qualitative and quantitative analyses and explanations of conclusions show strong reasoning. Evidence of productive collaboration shows improved understanding of scientific ideas. Student work shows relevant applications drawn from outside experiences and previously learned science to relate a scientific idea to real-world situations. The student's creative expression clearly shows strong understanding of scientific ideas enhanced by the presentation. Written work shows convincing growth in understanding scientific ideas through comparison of original and revised sample of work. All aspects of the tasks are complete and contribute to the overall excellence of the portfolio. Student work displays careful attention to detail and commendable communication skills

Level 4.

Student work at this level shows relevant reflection and good understanding of scientific ideas and principles. There is ample evidence that entries have been revisited and improved to reflect newly-gained knowledge, skills, and increased depth of understanding. The problem-solving investigation show strength in student-generated experimental design and appropriate data collection. Qualitative and quantitative analyses and explanations of conclusions show a moderately high level of reasoning. Evidence of adequate collaboration shows some improved understanding of scientific ideas. Student work shows valid applications drawn from outside experiences and previously learned scion to relate a scientific idea to real-world situations. The student's creative expression my show good understanding of scientific ideas that may be enhanced by the presentation. Written work show some growth in understanding of a scientific idea through comparison of original and revised samples of work. All major aspects of the tasks are complete and contribute to the overall quality of the portfolio. Student work displays some attention to detail and solid communication skills.

Level 3

Student work at this level shows some reflection and basic understanding of scientific ideas and principles. There is some evidence that entries have been revisited and improved to reflect newly-gained knowledge, skills, and increased depth of understanding. The problem-solving investigation shows basic skills in student-generated experimental design and data collection. Qualitative and quantitative analyses and explanations of conclusions are incompletely substantiated. Evidence of collaboration shows some improved understanding of scientific ideas. Student work shows some applications drawn from outside experiences and previously learned science to relate a scientific idea to real-world situations. The student's creative expression shows basic understanding of a scientific idea but may not be enhanced by the presentation. Written work attempts to show some growth in understanding of scientific ideas through comparison of original and later samples. Some aspects of the tasks are complete. Student work shows little attention to detail and basic communication skills.

Level 2

Student work at this level shows limited reflection and limited understanding of scientific ideas and principles. There is little evidence that entries have been revisited or improved to reflect newly-gained knowledge, skills, and increased depth of understanding. The problem-solving investigation may not show skills in student-generated experimental design and data collection. Qualitative and quantitative analyses and explanations of conclusions, if present, are flawed or incomplete. Evidence of collaboration, if present, shows limited improvement in understanding of scientific ideas. Student work shows few applications drawn from outside experiences and previously learned science to relate a scientific idea to real-world situations. The student's creative expression may show little understanding of a scientific idea or may not be enhanced by the presentation. Written work shows limited growth in understanding of scientific ideas through comparison of original and later samples. Tasks are largely incomplete. Student work lacks attention to detail and shows limited communication skills.

Level 1

Student work at this level lacks meaningful reflection and shows minimal understanding of scientific ideas and principles. There may not be evidence that entries have been revisited and entries may not reflect newly-gained knowledge, skills, or increased depth of understanding. The problem-solving investigation may not show skills in student-generated experimental design and data collection. Qualitative and quantitative analyses may not be present or are largely incomplete and explanations of conclusions are not supported or substantiated. Little or no evidence of meaningful collaboration is present. Student work shows minimal applications to real-world situations. The student's work may show little or no creativity or may show minimal understanding of a scientific idea. Written work shows little or no growth in understanding of a scientific idea through comparison of original and later samples. Tasks are mostly incomplete. Student work lacks attention to detail and shows ineffective communication skills.

Level 6

Student work and self-reflection show the student's exemplary skill in experimental design. Excellent observations and data analysis indicate extensive knowledge of the scientific ideas presented. Analyses and conclusions are supported by observations and data and show a high level of reasoning. The entry includes conclusive evidence that the student worked cooperatively with others. The self-reflection sheet clearly identifies how working with others improved the student's understanding of the scientific ideas presented. The student's investigation makes insightful application to real-world situations. All aspects of the task and analysis are completed thoroughly. Written expression is exemplary and contributes to clear and coherent communication.

Level 5

Student work and self-reflection show the student's strong skill in experimental design. Observations and data analysis indicate very good knowledge of the scientific ideas presented. Analyses and conclusions are supported by observations and data and show a high level of reasoning. The entry includes strong evidence that the student worked cooperatively with others. The self-reflection sheet clearly identifies how working with others improved the student's understanding of the scientific ideas presented. The student's makes generally valid applications to real-world situations. All aspects of the task and analysis are complete. Written expression is very good and contributes to clear and coherent communication.

Level 4

Student work and self-reflection show the student's solid skill in experimental design. Observations and data analysis indicate solid knowledge of the scientific ideas presented. Analyses and conclusions are supported by observations and data and show a moderately high level of reasoning. The entry includes solid evidence that the student worked cooperatively with others. The self-reflection sheet identifies how working with others improved the student's understanding of the scientific ideas presented. The student's makes generally valid applications to real-world situations. All major aspects of the task and analysis are complete. Written expression is good and contributes to clear and coherent communication.

Level 3

Student work and self-reflection show the student's basic skill in experimental design. Observations and data analysis indicate basic knowledge of the scientific ideas presented. Analyses and conclusions may be supported by observations and data. The entry attempts to provide evidence that the student worked cooperatively with others. The self-reflection sheet identifies how working with others improved the student's understanding of the scientific ideas presented. The student attempts to make applications to real-world situations. Some aspects of the task and analysis are complete. Written expression is flawed and shows basic communication.

Level 2

Student work and self-reflection show the student's limited skill in experimental design. Observations and data analysis indicate limited knowledge of the scientific ideas presented. Analyses and conclusions may not be supported by observations and data. The entry may attempt to provide evidence that the student worked cooperatively with others. The self-reflection sheet may identify how working with others caused limited improvement in the student's understanding of the scientific ideas presented. When made, applications to real-world situations were limited. Tasks and analysis are largely incomplete. Written expression is flawed and shows limited communication.

Level 1

Student work and self-reflection show the student's minimal skill in experimental design. Observations and data analysis, if any, indicate minimal knowledge of the scientific ideas presented. Analyses and conclusions may not be supported by observations and data or may be incomplete. The entry shows little evidence that the student worked cooperatively with others. The self-reflection sheet may identify only minimal improvement in the student's understanding of the scientific ideas presented. When made, applications to real-world situations were minimal. Tasks and analysis are mostly incomplete. Written expression is very flawed and is contributed to ineffective communication.