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RUBRICS FOR GENETICALLY MODIFIED FOODS PORTFOLIO

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GENETICALLY MODIFIED FOODS PORTFOLIO RUBRIC 

 

ADVANCED 

COMPETENT 

DEVELOPING 

BEGINNING 

 

 

 

 

INTRODUCTION 

10%

1.     Clearly defines GMF

2.     Explains the difference between GMF and non-GMF

3.     Clearly explains theme of portfolio

 

1.     GMF defined adequately

2.     Difference between GMF and non-GMF not clearly articulated.

3.     Theme of portfolio explained adequately.

1.     Contains some errors in GMF definition

2.     Does not adequately explain the difference between GMF and non-GMF

3.     Does not articulate theme of portfolio

 

 

 

 

 

 

CHOICE OF PAPERS 

10%

1.     Total of 8 papers included

2.     Articles chosen from scientific and popular press; 2 from popular press only

3.     Papers clearly explain theme of portfolio

4.     2 articles from popular press need to discuss molecular genetics topics

1.     Total of 7 papers included

2.     Articles chosen from scientific and popular press

3.     Papers explain theme of portfolio

4.      1 articles from popular press discuss molecular genetics topics

1.     6-8 papers included

2.     Articles chosen only from scientific or popular press.

3.     Papers do not align with theme of portfolio

4.     None of the articles from popular press discuss mol. genetics

 

 

WRITTEN NARRATIVES 

30% 

 

 

 

 

 

 

WRITTEN NARRATIVES 

30%

1.     Concise synopses of articles chosen -1 page

2.     Demonstrates excellent comprehension of molecular biology by integration of molecular genetics into narratives

3.     Builds on in-class topics and discussion

4.     Clearly explains the relevance of the articles to the portfolio theme

 

1.     Synopsis of articles > 1 page

2.      Adequately integrates molecular genetics into narratives.

3.     Marginal extension of in-class topics/ discussion

4.     Explains the relevance of the articles to the portfolio theme

1.     Synopsis of articles > 1 page

2.     Does not integrate mol. genetics into narratives

3.     Does not build on in-class topics and discussion

4.     Does not explain the relevance of 3-4 articles to portfolio

 

 

 

 

 

 

 

 

 

WRITTEN COMMUNICATION 

20%

1.     Written in third person

2.     Grammar, punctuation and spelling are accurate.

3.     Scientific names are used appropriately and correctly

4.     Reads with a single voice *

5.     Paragraph transitions show relationships between ideas

1.     Written mostly in third person

2.     Grammar, punctuation and spelling are adequate.

3.     Scientific names are used

4.     Reads mainly with a single voice

5.     Paragraph transitions marginally show relationships between ideas.

1.     Majority of narrative not written in third person

2.     Contains some errors in grammar, punctuation and spelling.

3.     Scientific names not used.

4.     Does not read with a single vice

5.     Paragraph transitions are abrupt, and do not show relationships between ideas.

 

 

 

 

 

 

 

SUMMARY 

10% 

 

 

 

 

 

1.     Summarizes content of portfolio

2.     Explains how this activity increased understanding of GMF

3.     Explains how this activity increased ability to research and summarize a subject

1.     Summarizes content of portfolio

2.     Explains how activity supported understanding of GMF

3.     Explain how activity increased ability to research or summarize subject

1.     Summary lacks focus and does not present clear theme

2.      

 

COVER 

5%

1.  Creative and visual cover that illustrates the theme of the portfolio

1. Visual cover that illustrates theme of portfolio

 

 

 

WORKING IN GROUPS 

15%

1. Excellent group dynamics as evidenced by peer evaluations (5/5 on all evaluation sheets)

1. Good group dynamics as evidenced by peer evaluations (4/5 on at least one evaluation sheet)

 

 

 

* Formative assessment = explain “single voice” to students

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