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Performance level descriptors link that assessment to classroom instruction and formative systems, defining observable proficiency across multiple pathways. Proficiency reflects how students handle increasing text, stimulus, tasks, and contexts, and includes integration of Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts.",{"@graph":69,"@context":115},[70,84,106],{"@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-proficiency-level-descriptors/538211/",{"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-proficiency-level-descriptors/538211.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":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"What three components of the science standards are integrated in high school science proficiency?","Question",{"text":113,"@type":114},"Proficiency generally integrates Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts at a grade-appropriate level.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},538211,1791731823,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":24,"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  \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.  \nProficiency in high school science generally includes an ability to integrate all three dimensions (Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts) of the standards at a grade-appropriate level to meet performance expectations. Students are expected to demonstrate application of knowledge that can be applied across the science disciplines.  \nInterpretation of Data Student performance indicates the ability to…  \nClaim 1 Below Proficient Approaching Proficient Proficient Above Proficient  \n• Identify a singular piece of data within a simple or complex data presentation or identify basic information from a textual description of a simple or complex data presentation.  \n• Identify basic features of atable, graph, or diagram such as units of measure.  \n• Understand basic scientific terminology.  \n• Select an accurate description of how the values of variables change as the value of another variable changes in a simple data presentation.  \n• Describe how the values of variables change as the value of another variable changes in a simple data presentation.  \n• Select data from a complex data presentation (e.g., a phase diagram) .  \n• Compare or combine data from a simple data presentation (e.g., order or sum data from a table) .  \n• Translate information into a table, graph, or diagram.  \n• Perform a simple interpolation or simple extrapolation using data ina table or graph.  \n• Compare or combine data from two or more simple data presentations or a single complex data presentation (e.g., categorize data from a table using a scale from another table) .  \n• Describe how the values of variables change as the value of another variable changes in a complex data presentation.  \n• Determine and/or use a simple (e.g., linear) mathematical relationship that exists between data.  \n• Analyze presented information when given new, simple information.  \n• Compare or combine data from two or more complex data presentations.  \n• Determine and/or use a complex (e.g., nonlinear) mathematical relationship that exists between data.  \n• Perform a complex interpolation or complex extrapolation using data in a table or graph.  \n• Analyze presented information when given new, complex information.  \n\n| Scientific Investigation Student performance indicates the ability to… |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| \u003Cbr>Claim 2  Below Proficient  Approaching Proficient  Proficient |  |  | | Above Proficient |\n| • Identify basic information in text that describes a simple or increasingly complex experiment.\u003Cbr>• Understand the tools and functions of tools used in a simple or increasi","cbCaijUVY9VyHmw9","https://ap.wps.com/l/cbCaijUVY9VyHmw9","pdf",236952,"English","# Theory of Action\n## Role of Performance Level Descriptors in Defining Proficiency\n## Proficiency and Difficulty\n## Proficiency in High School Science\n# Interpretation of Data by Claim\n## Claim 1: Data Interpretation\n## Claim 2: Scientific Investigation\n## Claim 3: Evaluation of Models, Inferences, and Experimental Results","[{\"question\":\"What three components of the science standards are integrated in high school science proficiency?\",\"answer\":\"Proficiency generally integrates Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts at a grade-appropriate level.\"}]","Science High School - Proficiency Level Descriptors | PDF",1791606365]