Portfolio Evaluation Rubric
2008-2009
Required Elements |
Assessment Unsatisfactory Satisfactory Excellent
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Student-selected evidence of scientific research (not a lab). This can be a short paper or poster about a topic, including 3 references, two of which must be from primary scientific literature. Concept Map Rubric |
§ Fewer
than 3 references § No
references from primary scientific literature § Does not demonstrate developing critical evaluation of valid scientific sources § Does not
demonstrate ability to understand and translate, in writing, orally, or diagrammatically, scientific
information from a variety of sources |
§ 3
references (including one from primary scientific literature) § Demonstrates
developing critical evaluation of valid scientific sources § Demonstrates
developing ability to understand and translate, in writing, orally, or diagrammatically, scientific
information from a variety of sources |
§ 3
references (including two from primary scientific literature) § Demonstrates
critical evaluation of valid
scientific sources § Demonstrates
ability to understand and proficiently translate, in writing, orally, and diagrammatically, scientific
information from a variety of sources |
Sample of vocabulary or concept journalEtymology Assignment Guidelines |
§ Contains
etymologies (Language of origin, original term and meaning for prefixes,
roots and suffixes) for fewer
than 5 terms § Contains
many misspellings § Some
information incorrect |
§ Contains
etymologies (Language of origin, original term and meaning for prefixes,
roots and suffixes) for 5 terms § Contains
some misspellings § Information
correct |
§ Contains
etymologies (Language of origin, original term and meaning for prefixes,
roots and suffixes) for 5 terms § Contains no
misspellings § Information
correct |
|
Sample of Unit/Chapter review questions |
§ Student’s
answers contain no referents to
questions § Score of
< 60% earned |
§ Student’s
answers contain referents to questions § Score of
> 60% earned |
§ Student’s
answers contain referents to questions § Score of
> 80% earned |
|
Unit assessment(s) (Can be selected questions from previous chapters) |
§ Student’s
answers contain no referents to
questions § Score of
< 60% earned |
§ Student’s
answers contain referents to questions § Score of
> 60% earned |
§ Student’s
answers contain referents to questions § Score of
> 80% earned |
|
Semester end assessment (departmental final) |
§ Score of
< 60% earned |
§ Score of
> 60% earned |
§ Score of
> 80% earned |
|
Science writing assignment that meets department guidelines Criteria for Science current event response |
§ Does not
demonstrate developing critical
evaluation of sources and biases § <1 page
long (handwritten or 12 point font, double spaced) |
§ Demonstrates developing critical evaluation of sources and biases § 1-2 pages
long (handwritten or 12 point font, double spaced) |
§ Demonstrates
critical evaluation of sources and
biases § 1-2 pages
long (handwritten or 12 point font, double spaced) |
|
3-5 prescribed formal lab write-ups with completed student and IST lab report rubrics attached Lab Report Rubric Spreadsheet |
§ Report
format not consistent with department guidelines § Uses models
and theories as scientific models of reality, but does not comment on their
limitations § Does not
distinguish between hypothesis and theory § Does not
develop the ability to create tables and graphs to organize and display data § Does not
select and use appropriate tools and technology to acquire, display and
analyze data § Does not
formulate explanations using logic and evidence § Does not
recognize statistical variability and the need for controlled tests § Does not
posit connections of everyday
phenomena to scientific principles § One computer
generated report not included |
§ Report
format consistent with department guidelines § Attempts to
construct models and apply theories as representations of reality and address
their limitations § Attempts to
distinguish between hypothesis and theory § Developing
the ability to create tables and graphs to organize and display data § Often
selects and uses appropriate tools and technology to acquire, display and
analyze data § Often
formulates explanations using logic and evidence § Recognizes
statistical variability and the need for controlled tests § Posits
connections of everyday phenomena to
scientific principles § One computer
generated report included |
§ Report
format consistent with department guidelines § Constructs
models and applies theories as representations of reality and addresses their
limitations § Distinguishes
between hypothesis and theory § Demonstrates
the ability to create tables and graphs to organize and display data § Consistently
selects and uses appropriate tools and technology to acquire, display and
analyze data § Consistently
formulates explanations using logic and evidence § Recognizes
statistical variability and the need for controlled tests § Posits
connections of everyday phenomena to
scientific principles § One computer
generated report included |
Sample of test preparation practice (SAT II, CST, or text standardized test practice) Options: STAR Test: Biology STAR Test: Chemistry STAR Test: Physics |
§ Score of
< 60% earned |
§ Score of
> 60% earned |
§ Score of
> 80% earned |
| Self-designed experiment, formal write-up and thorough analysis |
§ Report
format not consistent with department guidelines § Uses models
and theories as scientific models of reality, but does not comment on their
limitations § Does not
distinguish between hypothesis and theory § Does not
develop the ability to create tables and graphs to organize and display data § Does not
select and use appropriate tools and technology to acquire, display and
analyze data § Does not formulate explanations using logic
and evidence § Experiment
not self designed § Does not
recognize statistical variability or the need for controlled tests |
§ Report
format consistent with department guidelines § Attempts to
construct models and apply theories as representations of reality and address
their limitations § Attempts to
distinguish between hypothesis and theory § Developing
the ability to create tables and graphs to organize and display data § Attempts to
select and use appropriate tools and technology to acquire, display and
analyze data § Attempts to
formulate explanations using logic and evidence § Experiment self designed § Recognizes
statistical variability and the need for controlled tests |
§ Report
format consistent with department guidelines § Constructs
models and applies theories as representations of reality and addresses their
limitations § Distinguishes
between hypothesis and theory § Demonstrates
the ability to create tables and graphs to organize and display data § Successfully
selects and uses appropriate tools and technology to acquire, display and
analyze data § Successfully
formulates explanations using logic and evidence § Experiment self designed § Recognizes
statistical variability and the need for controlled tests |
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*Extended Research Project (1 per year only) |
§ Does not
include at least two primary scientific literature references § Does not
adhere to timeline for due dates for outline and draft § Does not
integrate constant formative assessment by completion of draft revision § Does not use
technology to collect, organize, analyze and communicate data and results of
scientific investigation (may include graphing calculator, PC and graphing,
presentation software, and lab ware PC interfaces and sensors). § Does not
provide evidence of presenting the project to a group, such as an appropriate
class at the local learning center. |
§ Includes at
least two primary scientific literature references § Attempts to
adhere to timeline for due dates for outline and draft § Attempts to
integrate constant formative assessment by completion of draft revision § Attempts to use technology to collect,
organize, analyze and communicate data and results of scientific
investigation (may include graphing calculator, PC and graphing, presentation
software, and lab ware PC interfaces and sensors). § Provides
evidence of presenting the project to a group, such as an appropriate class
at the local learning center. |
§ Includes at
least two primary scientific literature references § Adheres to
timeline for due dates for outline and draft § Integrates
constant formative assessment by completion of draft revision § Uses
technology to collect, organize, analyze and communicate data and results of
scientific investigation (may include graphing calculator, PC and graphing,
presentation software, and lab ware PC interfaces and sensors). § Provides
evidence of presenting the project to a group, such as an appropriate class
at the local learning center. |
|
*Self-grading and reflection paper |
§ Explanation
provided does not show how the items chosen specifically fulfill the required
portfolio elements. § Does not
show reflection of progress and effort. § Does not
consider areas of strength or areas in need of improvement. |
§ Provides an
explanation how the items chosen specifically fulfill the required portfolio
elements. § Demonstrates
thought on progress and effort. § Shows
consideration given to areas of strength and areas in need of improvement. |
§ Provides a
succinct, well organized explanation on how the items chosen specifically
fulfill the required portfolio elements. § Demonstrates
thought on progress and effort. § Shows
consideration given to areas of strength and areas in need of improvement. |
