backgroundOrgan Donation and Transplantation
| Introduction | Task | Process | Rubric | References | For Teachers | Conclusion |

Rubric

The SACE Board of South Australia has stipulated Performance Standards against which all work at Stage 1 must be assessed. They have identified that the assessment design criteria of Investigation, Analysis and Evaluation, Application, as well as Knowledge and Understanding required for an Investigations Folio (this WebQuest meets the criteria for this type of investigation). Therefore, a more descriptive rubric is not allowed if this unit of work were to be taught in South Australian schools.

However, if this were to be used in another context, I have included below, another rubric which provides assessment information to students and staff who could potentially use the Organ Donation and Transplantation WebQuest.

SACE Board Rubric:

  A B C D E
Investigation Critically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources. Logically selects and appropriately acknowledges information about biology and issues in biology from different sources. Selects with some focus, and mostly appropriately acknowledges, information about biology and issues in biology from different sources. Selects and may partly acknowledge one or more sources of information about biology or an issue in biology. Identifies a source of information about biology or an issue in biology.

Analysis and
Evaluation

Uses perceptive and thorough analytical skills to examine connections between data, concepts, and issues in biology. Uses clear and well-organised analytical skills to examine connections between data, concepts and issues in biology. Uses generally organised analytical skills to examine connections between data, concepts, and issues in biology. Describes basic connections between some data, concepts, and issues in biology. Acknowledges that connections exist between data, concepts, and/or social issues in biology.
Application

Applies biological concepts and evidence from investigations to suggest solutions to complex problems in new and familiar contexts.

Demonstrates initiative in applying constructive and focused individual and collaborative work skills.

Applies biological concepts and evidence from investigations to suggest solutions to problems in new and familiar contexts.

Applies mostly constructive and focused individual and collaborative work skills.

Applies biological concepts and evidence from investigations to suggest some solutions to basic problems in new or familiar contexts.

Applies generally constructive individual and collaborative work skills.

Applies some evidence to describe some basic problems and identify one or more simple solutions, in familiar contexts.

Attempts individual work inconsistently, and contributes superficallly to aspects of collaborative work.

Identifies a basic problem and attempts to identify a solution in a familiar context.

Shows emerging skills in individual and collaborative work.
Knowledge and
Understanding		 Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues. Uses knowledge of biology logically to understand and explain social or environmental issues. Uses knowledge of biology with some logic to understand and explain or or more social or environmental issues. Identifies and explains some biological information that is relevant to one or more social or environmental issues. Shows an emerging understanding that some biological information is relevant to social or environmental issues.

 

Alternative Rubric:

Group evaluation:
Your group will be evaluated on their preparation using the table below.

  Exceptional, extremely organized, the group functioned with little intervention.
4 points		 The group functioned very effectively, only needed occasional intervention to stay on track.
3 points		 The group had difficulty functioning together, needed many reminders to stay on track.
2 points		 Individuals did not function as a group, few members knew what the others were doing, were unable to complete tasks without teacher intervention.
1 point
Group Timeline Group independently developed a reasonable, detailed timeline describing when different parts of the project would be completed.  All members could describe their plan. Group independently developed a timeline describing when most parts of the project would be completed.  All members could describe their plan. Group independently developed a timeline describing when some parts of the project would be completed but timeline was incomplete.  Some members could not describe their plan. Group needs teacher prompting to complete a timeline. They described when some parts of the project would be completed but timeline was incomplete.  Many members could not describe their plan.
Delegation of responsibility Each student in the group could clearly explain what information was needed by the group, what information s/he was responsible for locating and when the information was needed. Each student in the group could clearly explain what information s/he was responsible for locating and when the information was needed. Some students in the group need prompting from the group to explain what information s/he was responsible for locating. One or more students in the group could not explain what information s/he was responsible for locating.
Use of class time All group members used given class time to work on the project. Group members did not need teacher guidance or reminders to stay on task. Group members were clear about their goals and spent time on useful work. All group members used given class time to work on the project. Group members did not need teacher guidance or reminders to stay on task. Some group members were unclear about their goals and spent time on work that was not useful. Most group members used given class time to work on the project. Some members needed a few reminders to stay on task. Some group members were unclear about their goals and spent time on work that was not useful. Most group members did not use given class time to work on the project. Members needed frequent reminders to stay on task. Group members were unclear about their goals and spent time on work that was not useful.

Individual evaluation:
You will be evaluated on your presentation and evidence of research, using the table below.

  Exceptional, extremely thorough, well researched and convincingly presented.
4 points		 Comprehensive, thorough, well researched and sound presentation.
3 points		 Basic, although satisfactory information which just meets the criteria.
2 points		 Unsatisfactory with little understanding of the topic or the ability to present a point of view.
1 point
Use of facts/examples Every major point was well supported with several convincing and relevant facts or examples. Every major point was adequately supported with relevant facts or examples. Every major point was supported with facts or examples but the quality or relevance of some was questionable. Every major point was not supported.
Understanding of Topic You clearly understood the topic in depth and presented your information forcefully, convincingly and were able to answer questions. You used appropriate terminology and language as modelled by the information researched. You clearly understood the topic in depth and presented your information with ease and were able to answer questions. You used terminology competently. You seemed to understand the major points of the topic but lacked depth of understanding and were unable to answer some questions. Your use of terminology was not always appropriate. You did not show an adequate understanding of the topic and were unable to answer most questions. You were unable to model appropriate language from your research.
Strength of argument Arguments were strong and convincing. All areas were covered thoroughly. Opposing view points were thoroughly addressed and refuted. Arguments were convincing. All areas were covered thoroughly. Opposing view points were addressed and refuted. Most arguments were convincing. Some areas were not covered thoroughly. Opposing view points were addressed but not all were refuted. Most arguments were convincing. Some areas were not covered thoroughly. Opposing view points were not addressed or were addressed very superficially
Organization All arguments were clearly consistent with the group’s recommendation. They were organized in a tight, logical fashion. Your arguments mainly followed the group’s recommendation and were organized in a logical fashion. Your argument sometimes followed the group’s recommendation but the organization was sometimes not clear or logical. Your argument varied from the group’s recommendation.
Memorization, voice and clarity You were well-prepared; note cards or slides were referenced sparingly.  Voice was loud and clear, eye contact was maintained for the entire presentation. You were prepared, note cards were read occasionally, and screen was looked at as prompt only. Voice was loud and clear, eye contact was maintained. You read note cards or faced the screen part of the time.  Your voice was loud and clear, eye contact was maintained more than half of the time. You read note cards or faced the screen all of the time.  Your voice was quiet or unclear, eye contact was frequently broken.
References Your reference list contains at least 10 sources and is correctly referenced according to the guidelines in the school diary. Your reference list contains at least 10 sources; however, the referencing style is not consistent with the guidelines in the school diary. Your reference list does not contain at least 10 sources even though the referencing style does follow the guidelines in the school diary. Your reference list does not contain at least 10 sources and does not comply with guidelines for referencing outlined in the school diary.


Your final mark, will be a combination of your group mark (weighted at 35%) and your personal mark (weighted at 65%).

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