Proficiency levels – science literacy

A proficient standard is a point on a proficiency scale that represents a ‘challenging but reasonable’ expectation of student achievement at a particular year level.

The proficient standard for Year 6 students was first established after the NAP–SL main study in 2003 to provide parents, teachers and the community with a clear picture of the proficiency in science literacy that students are expected to demonstrate by the end of Year 6. With the extension of the NAP–SL assessments to Year 10 students in 2018, a standard-setting process was conducted to determine a Year 10 proficient standard. As has been the practice in all NAP sample testing programs, this was achieved through a standard-setting process that brought together expert science educators, including practising primary and secondary teachers, from all states and territories and the non-government sectors, and was reflective of the teaching experience across metropolitan and rural, and high and low socio-education communities.

Five levels of proficiency (levels 1, 2, 3, 4, 5 or above) have been defined for NAP – science literacy, and are described in the table below. The proficient standard in science literacy for Year 6 is the boundary between levels 2 and 3, and for Year 10 the boundary between levels 3 and 4.  Students achieving at these levels are considered to have a sound understanding of Year 6 and Year 10 science.

Proficiency level

Level descriptors

Level 5

At Level 5, students can apply scientific principles and abstract concepts to develop and evaluate scientific explanations for complex, multi-faceted phenomena in familiar and unfamiliar contexts.

Students are able to propose and justify their own scientific solutions and critique solutions made by others to address personal, community and global issues.

Students can design valid scientific investigations that would systematically generate reliable data and explain the purpose of an experimental design, including how equipment allows data to be collected accurately. They can explain the value of models to investigate scientific phenomena and evaluate their advantages and limitations. Students can critically evaluate the outcomes of scientific investigations to identify limitations and sources of error, and propose alternative strategies. They can explain relationships between variables, evaluate data and information presented in a variety of formats, and justify conclusions that are consistent with evidence.

Level 4

At Level 4, students can apply scientific principles and concepts to construct and evaluate scientific explanations for complex, related phenomena in familiar contexts.

Students are able to explain how scientific knowledge informs decisions and actions, and propose scientific solutions to address personal, community and global issues.

Students can select equipment to collect accurate data and explain how to control variables to obtain valid outcomes. Students are able to analyse data and information resulting from investigations presented in a variety of formats. They can draw conclusions using evidence and scientific explanations and can propose strategies to improve the reliability of investigations.

Level 3

At Level 3, students can draw on scientific principles and concepts to construct and interpret scientific explanations of phenomena of increasing complexity in familiar contexts.

Students can explain how scientific knowledge influences strategies proposed to solve personal and community problems.

Students are able to plan straightforward investigations including identifying equipment to collect accurate data and identify and classify variables in a fair test. They can identify a source of error in an investigation and analyse data and information presented in a variety of formats. Students are able to draw conclusions consistent with evidence and support or refute predictions using evidence.

Level 2

At Level 2, students can draw on basic scientific principles and concepts to identify, explain and classify phenomena in familiar contexts.

Students are able to recognise how the application of scientific knowledge can be used to develop solutions in their personal and community contexts.

In the context of scientific investigations, students can identify scientific questions and predictions, and understand how variables influence outcomes. They can select appropriate equipment for a scientific investigation, perform simple calculations and label simple scientific diagrams. They can interpret data and information presented in a variety of formats and identify information that supports a conclusion from simple investigations.

Level 1

At Level 1, students can draw on basic knowledge and personal experience to recognise and describe aspects of phenomena using science concepts in familiar contexts.

Students can identify familiar issues relating to a scientific concept that may affect their daily life.

Students are able to use basic science inquiry skills to identify suitable equipment and identify risk management strategies for an investigation, take measurements and label graphics in familiar contexts. They can analyse simple representations of data and information to identify patterns and draw basic conclusions.
 

For more information, see How to interpret.