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Performance level descriptors connect the state assessment to classroom instruction and formative assessment systems, defining proficiency as observable performance across multiple pathways. Within physical sciences, proficiency for HS-PS1-1 emphasizes using the periodic table as a model to predict element properties from outer electron patterns, progressing from basic feature recognition to precise predictions and real-world reasoning.",{"@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-physical-sciences-hs-ps1-1-periodic-table-proficiency-level-descriptors/538216/",{"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-physical-sciences-hs-ps1-1-periodic-table-proficiency-level-descriptors/538216.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":52},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the state assessment described in the document?","Question",{"text":112,"@type":113},"The state assessment measures students’ knowledge, skills, and understanding tied to academic standards using a common measure. The resulting data helps identify patterns that guide improvement for schools and districts.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do performance level descriptors support classroom instruction?",{"text":117,"@type":113},"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They define academic proficiency as a range of observable student performance characteristics and indicate multiple pathways toward proficiency.",{"name":119,"@type":110,"acceptedAnswer":120},"For HS-PS1-1, what does proficiency involve with the periodic table?",{"text":121,"@type":113},"Proficiency involves using the periodic table as a model to predict element properties based on patterns of electrons in the outermost energy level. Higher levels include describing group and period trends and using models for precise predictions in real-world contexts.","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},538216,1791619014,{"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":52,"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":145,"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 HIGH SCHOOL PHYSICAL SCIENCES  \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.  \nPhysical Sciences Student performance indicates the ability to…  \nHS-PS1-1 Below Proficient Approaching Proficient Proficient Above Proficient  \nUse the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.  \nSEPs: Developing and using models  \nDCIs: Structure and properties of matter  \nCCCs: Patterns; Structure and function  \nACT Integrations: Interpretation of Data, Scientific Investigation  \nIdentify basic features of the periodic table, such as groups and periods, and recognize that elements differ in properties. However, models are not yet used and there is not a description of how electron structure relates to those properties.  \nCrosscutting ideas such as patterns or structure-function may not be evident in responses.  \nRecognize and describe basic patterns on the periodic table and begin to relate these to element behavior.  \nAcknowledge that group 1 elements tend to be reactive or that metals are on the left side of the table but struggle to fully connect these patterns to electron configurations.  \nUse of models and structurebased explanations is emerging but not yet consistently accurate.  \nUse the periodic table as a model to explain relationships between electron arrangement and element properties, such as size or reactivity.  \nDescribe patterns across groups and periods (e.g., reactivity decreases across a period) and use this to justify why elements in the same group exhibit similar behaviors.  \nUnderstanding of the disciplinary core idea of atomic structure is supported by correct application of crosscutting concepts like patterns and structure-function relationships.  \nApply models of atomic structure to make precise predictions about unfamiliar elements.  \nIndependently use the periodic table to identify patterns in outer electron configurations and apply them to support reasoning about chemical reactivity or bonding in real-world contexts.  \nFor example, a student might explain the high reactivity of alkali metals due to their single valence electron and relate this to group trends in ionization energy.  \nExtend these ideas across systems, showing pattern recognition and structurefunction reasoning beyond the examples provided.  \nHS-PS1-2 Below Proficient Approaching Proficient Proficient Above Proficient  \nConstruct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.  \nSEPs: Constructing explanations and designing solutions  \nDCIs: ","cbCaiczhMhcajJnO","https://ap.wps.com/l/cbCaiczhMhcajJnO","pdf",461237,22,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n# Physical Sciences Proficiency Descriptors\n## HS-PS1-1\n## HS-PS1-2\n## HS-PS1-3","[{\"question\":\"What is the purpose of the state assessment described in the document?\",\"answer\":\"The state assessment measures students’ knowledge, skills, and understanding tied to academic standards using a common measure. The resulting data helps identify patterns that guide improvement for schools and districts.\"},{\"question\":\"How do performance level descriptors support classroom instruction?\",\"answer\":\"Performance level descriptors bridge the state assessment to classroom instruction and formative assessment systems. They define academic proficiency as a range of observable student performance characteristics and indicate multiple pathways toward proficiency.\"},{\"question\":\"For HS-PS1-1, what does proficiency involve with the periodic table?\",\"answer\":\"Proficiency involves using the periodic table as a model to predict element properties based on patterns of electrons in the outermost energy level. Higher levels include describing group and period trends and using models for precise predictions in real-world contexts.\"}]","SCIENCE HIGH SCHOOL PHYSICAL SCIENCES - HS-PS1-1 - Periodic Table Proficiency Level Descriptors | PDF",1791606376,55]