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It details proficiency ranges and how text complexity, task demands, and learning contexts influence students’ ability to demonstrate proficiency. The material provides grade-level expectations for HS-ESS1-1 and HS-ESS1-2, including developing explanations and models using evidence for solar nuclear fusion and the Big Bang using astronomical observations and light spectra.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-high-school-earth-space-science-state-assessment-proficiency-levels/538214/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-high-school-earth-space-science-state-assessment-proficiency-levels/538214.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do performance level descriptors connect state assessments to classroom instruction?","Question",{"text":112,"@type":113},"Performance level descriptors bridge state assessment results to classroom teaching and the formative assessment systems that guide local instruction and student choices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factors influence a student’s ability to demonstrate proficiency?",{"text":117,"@type":113},"Proficiency is influenced by stimulus/text complexity, the tasks students must complete, and the contexts in which they are engaged.",{"name":119,"@type":110,"acceptedAnswer":120},"What evidence-based skills are expected for HS-ESS1-1?",{"text":121,"@type":113},"Students are expected to develop and use models to illustrate the sun’s life span and explain the role of nuclear fusion in the sun’s core, including how energy eventually reaches Earth.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},538214,1791814686,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","SCIENCE  \nHIGH SCHOOL EARTH & SPACE SCIENCE  \nTheory of Action: Academic standards represent a collective commitment around what students should learn each year. The state assessment asks students to demonstrate their knowledge, skills, and understanding related to these standards using a common measure. The resulting data allows us to see patterns in performance that should guide school and district improvement, helping identify areas of strength and opportunity.  \nRole of Performance Level Descriptors in Defining Proficiency: Performance level descriptors bridge the state assessment to classroom instruction and the systems of formative assessments that guide local instruction and choices about individual students. Academic proficiency represents a range of observable student performance characteristics. There are multiple pathways to proficiency, and students rely upon their strengths differently within that range of performance.  \nProficiency and Difficulty: A student’s ability to demonstrate proficiency is influenced by the complexity of the texts or stimuli presented, tasks they’re asked to complete, and the contexts in which they are engaged. As student performance improves, students are typically able to handle more challenging texts/stimuli, tasks, and contexts, and are able to demonstrate their skills and knowledge more accurately and consistently.  \nEarth and Space Science Student performance indicates the ability to…  \nHS-ESS1-1 Below Proficient Approaching Proficient Proficient Above Proficient  \nDevelop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth.  \nSEPs: Developing and using models  \nDCI: ESS1 .A: The Universe and Its Stars  \nCCCs: Energy and matter; Scale, proportion, and quantity  \nACT Integrations: Scientific Investigation, Interpretation of Data  \nIdentify the sun as a source of energy but may not yet connect this to nuclear fusion or stellar life stages.  \nAttempt to describe solar processes but may confuse fusion with unrelated phenomena or provide inaccurate details.  \nMay not connect scientific evidence or models to energy production in the sun.  \nMay omit or misrepresent how energy reaches Earth or why the sun’s mass and structure matter.  \nFor example, state that “the sunburns” or “gives off light” without explaining how or why energy is produced inside the sun.  \nConstruct basic models showing that the sun generates energy through a process involving atomic interactions.  \nDescribe the idea that the sun undergoes changes over time but provide incomplete or generalized explanations of its lifespan.  \nRecognize that energy from the sun affects Earth but may not connect this to nuclear fusion or interior processes.  \nReference components of models, such as “core” or “heat,” with only partial accuracy.  \nFor instance, state that “the sun makes energy” without identifying the role of hydrogen fusion or the process through which energy is released and travels.  \nDevelop accurate models to show that nuclear fusion in the sun’score produces energy that is transferred outward and reaches Earth.  \nDescribe the main stages in the sun’s life span, including current hydrogen fusion and future phases like red giant expansion.  \nUse evidence from solar observations to explain how fusion maintains the sun’s stability and provides energy to the solar system.  \nRepresent the movement of energy from the core to the surface using labeled diagrams or written models.  \nFor example, explain that in the sun's current stage, hydrogen atoms fuse into helium under high pressure and temperature, releasing light and heat that affect Earth’s systems.  \nDevelop complex models that accurately represent how nuclear fusion reactions in the sun’s core release energy throughout its lifecycle.  \nApply evidence from observations of stellar evolution to predict changes in solar energy output over billions of years.  \nExplain","cbCaihEBuhNPD0By","https://ap.wps.com/l/cbCaihEBuhNPD0By","pdf",379586,16,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Earth and Space Science Performance Expectations\n## HS-ESS1-1: Nuclear Fusion and the Sun’s Energy\n## HS-ESS1-2: The Big Bang and Cosmological Evidence","[{\"question\":\"How do performance level descriptors connect state assessments to classroom instruction?\",\"answer\":\"Performance level descriptors bridge state assessment results to classroom teaching and the formative assessment systems that guide local instruction and student choices.\"},{\"question\":\"What factors influence a student’s ability to demonstrate proficiency?\",\"answer\":\"Proficiency is influenced by stimulus/text complexity, the tasks students must complete, and the contexts in which they are engaged.\"},{\"question\":\"What evidence-based skills are expected for HS-ESS1-1?\",\"answer\":\"Students are expected to develop and use models to illustrate the sun’s life span and explain the role of nuclear fusion in the sun’s core, including how energy eventually reaches Earth.\"}]","SCIENCE HIGH SCHOOL EARTH & SPACE SCIENCE - State Assessment Proficiency Levels | PDF",1791606371]