FIELD TEST DRAFT
Framing the Investigation. (F)
Use observations/concepts to formulate and express scientific questions/ hypotheses to frame investigations.

FIELD TEST DRAFT
Designing the Investigation. (D)
Design scientific investigations to provide data which address/explain questions/ hypotheses.

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1. Provides a focused rationale for the investigation by using the most relevant background science knowledge or preliminary observations.
2. Expresses question and/or hypothesis along with the explanation of background information clearly enough to suggest specific investigative procedures.
3. Formulates or reframes a question and/or hypothesis which focuses and defines an investigation of scientific relationships (e.g., interaction, dependency, correlation, causation).

1. Applies knowledge of scientific research and procedures to create or adapt a design which is controlled, precise, safe, ethical, and consistent with accepted scientific practice.
2. Communicates a unified (but flexible) design and logical, detailed procedures which can be fully replicated anticipating possible need for adjustment.
3. Presents a practical design that should provide reliable and valid data sufficient to answer the question, test the hypothesis, and explain the relationship(s) (i.e., cause/effect).

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4. Shows how background science knowledge or preliminary observations are connected to the investigation.
5. Expresses question and/or hypothesis along with the explanation of background information clearly enough to imply a particular investigative design.
6. Formulates or reframes a question and/or hypothesis which generally points toward an investigation of scientific relationships (e.g., interaction, dependency, correlation, causation).

4. Applies scientific knowledge to create or adapt a design with precise, safe, and ethical procedures.
5. Communicates a unified design and logical, detailed procedures that can be reviewed, replicated, and revised.
6. Presents a practical design that should provide data of sufficient quantity and quality to answer the question, test the hypothesis, and investigate possible relationships (i.e., cause/effect).

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7. Provides background science knowledge or preliminary observations which are relevant to the investigation.
8. Expresses question and/or hypothesis along with the explanation of background information clearly enough to imply an appropriate investigative approach.
9. Formulates or reframes a question and/or hypothesis which can be answered or tested using data gathered in a scientific investigation.

7. Proposes scientifically logical, safe, and ethical procedures in a design with only minor scientific errors.
8. Communicates an organized design and procedures that have enough detail that they could be followed and revised.
9. Presents a practical design that should provide data of sufficient quantity and quality to answer the question or test the hypothesis.

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10. Provides background science knowledge or preliminary observations which are either irrelevant or incomplete.
11. Question and/or hypothesis along with the explanation of background information are understandable, but do not imply a direction for an investigation.
12. Formulates or reframes a question and/or hypothesis which can be investigated using data but not directly answered or tested.

10. Proposes safe, ethical procedures in a design which contains some significant scientific errors.
11. Communicates a general plan and some procedures that can be followed.
12. Presents a design that should provide relevant data but not sufficient to fully answer the question or test the hypothesis.

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13. Provides background science knowledge or preliminary observations which are inappropriate or substantially incorrect.
14. Either question and/or hypothesis or background information is unclear.
15. Formulates or reframes a question and/or hypothesis which cannot be investigated using data.

13. Uses little scientific knowledge or does not consistently use reasonable, safe, or ethical procedures in a proposed design.
14. Communicates a summary of a plan that generally can be followed.
15. Presents a design that should provide data somewhat applicable to the question or hypothesis.

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16. States a question or hypothesis without supporting background information.
17. Background information is not included.
18. Formulates or reframes a question and/or hypothesis which cannot be answered or tested.

16. Uses minimal or incorrect scientific knowledge and unacceptable procedures in a proposed design.
17. Communicates a plan that is unclear or illogical.
18. Presents a design that will not provide applicable data.

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FIELD TEST DRAFT
Collecting and Presenting Data. (C)
Conduct procedures to collect, organize, and display data.

FIELD TEST DRAFT
Analyzing and Interpreting Results. (A)
Analyze results to develop conclusions.

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1. Records accurate data consistent with complex procedures and deals with anomalous data, as needed.
2. Creates precise and thorough displays (e.g., tables) for observations and/or measurements (using appropriate units) in a logical and organized fashion.
3. Transforms data into visually powerful displays/formats which clarify and highlight relationship(s) to be analyzed and explained.

1. Applies scientific concepts, models, theories, terminology and/or notation correctly to analyze and explain relationship(s) investigated.
2. Explicitly analyzes the results of the investigation to support conclusions which address the question, hypothesis and relationship(s) investigated.
3. Analyzes and critiques the design and procedures in light of the results and suggests insightful revisions or extensions.

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4. Records accurate data completely consistent with the planned procedure.
5. Creates thorough displays (e.g., tables) for observations and/or measurements (using appropriate units) which are logical and organized.
6. Transforms data into graphic displays/formats which highlight information and patterns to support interpretation of relationships.

4. Uses scientific concepts, models, terminology and/or notation with minimal errors to report results, discuss relationships, and propose explanations.
5. Explicitly analyzes the results of the investigation to support conclusions which address the question/hypothesis and any relationships discovered.
6. Provides evidence that the design, procedures, and results have been reviewed to identify important limitations and sources of error.

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7. Records reasonable data consistent with the planned procedure.
8. Creates displays (e.g., tables) for observations and/or measurements (using appropriate units) which are logical and organized.
9. Transforms data into displays/formats which present and clarify results and facilitate scientific analysis and interpretation.

7. Uses scientific concepts, models, and/or terminology with minimal errors to report results, identify patterns, and propose explanations.
8. Explicitly uses the results of the investigation to support conclusions which address the question/hypothesis.
9. Provides evidence that the design, procedures, and results have been reviewed to identify some obvious limitations or sources of error.

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10. Records reasonable data consistent with the planned procedure with some obvious errors.
11. Creates displays (e.g., tables) for observations and/or measurements which are understandable, but somewhat incomplete or disorganized.
12. Transforms data into displays/formats of results which can be used for review and interpretation.

10. Uses scientific concepts, models, or terminology to report results and, with some significant errors, identify patterns and propose explanations.
11. Develops conclusions related to the question/hypothesis, but support from the investigation is either incomplete or not explicit.
12. Summarizes the design, procedures, and results but deals with error and limitations in a trivial or illogical manner.

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13. Records data inconsistent with the planned procedure.
14. Creates displays (e.g., tables) for observations and/or measurements which are substantially inaccurate, incomplete, or disorganized.
15. Presents results in displays/formats which are sometimes incomplete, inaccurate, or unclear.

13. Uses scientific concepts, models, or terminology incorrectly to report results, identify patterns and/or propose explanations.
14. Presents interpretations or conclusions which are not clearly related to the question/hypothesis or supported by the results.
15. Summarizes the investigation in a general or somewhat unclear way.

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16. Records data unrelated to the planned procedure.
17. Creates displays (e.g., tables) for observations and/or measurements which are substantially inaccurate, incomplete, and disorganized.
18. Presents results in ways which are confusing or incorrect.

16. Does not clearly explain results or use scientific knowledge correctly.
17. Does not present clear, logical, or supported interpretations.
18. Does not clearly review or summarize the investigation.

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