Survivor
Home | Patient Profiles | Student Learning Task | Assessment | Biology Concepts | ICT Concepts |
Biology Rubric | ICT Rubric |
BIOLOGY ASSESSMENT RUBRIC | ||||
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Anatomy
& Physiology
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model incorrectly demonstrates the structure and function of the organ identification of how the organ interacts with other systems is limited |
model correctly demonstrates the structure and function of the organ identifies how the organ interacts with other systems |
model correctly demonstrates the structure and function of the organ within the organ system identifies how the organ, along with other systems, maintains equilibrium within the organism |
model goes beyond the correct recall of substantial facts by demonstrating a mastery of anatomy and physiology within a problem solving context showing the structure and function of the organ within the organ system as it relates to the solution of treatment options open to the patient they are dealing with. explores how the organ, along with other systems maintains equilibrium and how the transplant or treatment they are proposing will impact this equilibrium |
Diagnosis
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identifies the patient's disorder demonstrates the role of the immune system |
describes how the patient's disorder disrupts homeostasis demonstrates the role of the patient's immune system in pathogen recognition |
describes how the patient's disorder disrupts homeostasis and consequently her quality of life demonstrates the role of the patient's immune system once the disease/disorder is recognized |
describes
not only how the patient's disorder disrupted homeostasis but describes
additional factors that might have contributed to this disruption
demonstrates the role of the patient's immune system once the disease/disorder is recognized and describes the manner in which they have taken this into account in the treatment/transplant solution they are proposing |
Treatment
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describes a limited number of treatments and/or modes of organ transplants identifies the type of treatment or organ transplant selected for the patient |
describes a limited number of treatments and/or modes of organ transplants available today or in the future identifies the type of treatment or organ transplant selected for the patient with consideration of the patient's lifestyle |
evaluates a limited number of treatments and /or modes of organ transplants available today or in the future identifies and justifies the type of treatment or organ transplant selected for the patient with consideration of the patient's lifestyle |
evaluates
a wide variety of treatments and/or models of organ transplants available
presently and in the future
identifies and justifies the type of treatment or organ transplant selected for the patient with consideration of the patient's lifestyle and predicts how patient's lifestyle will be enhanced and hindered |
Societal Implications
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describes how advances
in technology impact the individual or society
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evaluates how advances
in technology impact the individual or society
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evaluates how advances
in technology impact the individual and society
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details the ethical dilemmas of technological advances in cloning, stem cell research, and xenotransplants. |
Cites Sources
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Sources have not
been properly cited
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Some sources have
not been properly cited
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Most sources are
properly cited
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All sources are
properly cited
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ICT ASSESSMENT RUBRIC | ||||
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Accessing and using information |
consults a limited number of sources that reflect the same viewpoint does not assess appropriateness of sources |
consults a limited number of sources that reflect similar viewpoints accepts sources with little assessment of their appropriateness |
consults a limited number of sources that reflect varied viewpoints applies criteria to assess sources |
consults a wide variety of sources that reflect varied viewpoints applies criteria thoughtfully to assess sources |
Critically assessing information | accepts media resources as given | assesses the authority of some media resources | assesses the authority, reliability and validity of some media resources | assesses the authority, reliability and validity of all media resources |
Organization | no evidence of project management | uses appropriate tools (either digital or text) to manage the parts of the inquiry project | uses appropriate tools (either digital or text) to manage the inquiry project | uses of appropriate project management software to develop timelines, and to communicate with project members and set target dates |
Communication | exaggerated emphasis upon graphics and special effects weakens the message and interferes with the communication of content and ideas |
graphical and multimedia elements accompany content, but there is little sign of mutual reinforcement no attention to visual design criteria such as balance, proportion, harmony and restraint some tendency toward random use of graphical elements |
design elements and content combine effectively to deliver a high impact message with the graphics and the words reinforcing each other. |
the combination of multimedia elements with words and ideas takes communication and persuasion to a very high level, superior to what could be accomplished with either alone the mixture brings about synergy and dramatic effects which reach the intended audience with style, pizzazz and elegance. |
Constructing new understandings |
the work is a minimal collection or rehash of other people's ideas, products, images and inventions there is no evidence of new thought |
the work is an extensive collection and rehash of other people's ideas, products, images and inventions there is no evidence of new thought or inventiveness. |
the presentation shows evidence of originality and inventiveness while based on an extensive collection of other people's ideas, products, images and inventions, the work extends beyond that collection to offer new insights. |
the product shows significant evidence of originality and inventiveness the majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research. |
©2002
Golden Hills School Division
#75
©2002 The Galileo Educational Network
Association