Appendix A
RUBRIC/SCORING GUIDE FOR ASSESSING STUDENTS PERFORMANCES
3D Model of Amino Acids
CRITERION 0 POINT 1 POINT 2 POINTS
Protein identity Protein is not identified. The protein’s name is listed, Both the name of the protein
but the species from which it and the species from which it
comes is not. comes are identified.
Protein function Function is not listed. Function is not described Function is described clearly
clearly. in 1 to 4 sentences.
Number of Every amino acid looks the A few different types of amino 15-20 different amino acids
different amino same as every other one. acids (far fewer than 20) are are included in the model.
acids shown.
Amino acid Names of amino acids are Names of some amino acids are Names of all amino acids are
identities not shown (on the model shown (on the model itself, or shown (on the model itself, or
itself, or in a key) in a key). in a key)
Connections Amino acids are not Amino acids are connected Amino acids are linked
between amino connected to each other. incorrectly (e.g., in a branching together in a linear,
acids pattern). unbranched pattern (like a
string of pearls)
1st amino acid in Identity of amino acids is Amino acid chain does NOT Amino acid chain starts with
protein unclear. start with methionine. methionine.
Acidic/basic Neither acidic nor basic Acidic or basic amino acids, but Both acidic and basic amino
amino acids amino acids are identified as not both, are included and acids are included and
such. highlighted. highlighted.
Length of protein Protein is less than 10 amino Protein is 10 to 34 amino acids Protein is at least 35 amino
acids long. long. acids long.
Phosphorylation No phosphate groups are Phosphate groups are added A phosphate group is added
included. but to the wrong amino acids. to one or more serine,
threonine, or tyrosine
residues.
Disulfide bridges No disulfide bridges are Disulfide bridges are included, At least one disulfide bridge
included. but are shown to occur connects 2 cysteine residues
between cysteine’s that are that are far apart in the
next to each other in the primary sequence of amino
primary sequence, or between acids.
non- cysteine’s.
Optional bonus: No additional features are An additional feature of the
Additional feature included. group’s choice is included and
not listed above briefly explained.
(Sensu Chavez Joy, 2016: Project Science Outdoor Learning Spaces)
Appendix A
RUBRIC/SCORING GUIDE FOR ASSESSING STUDENTS PERFORMANCES
FORMAL ESSAY
Areas of A B C D
Assessment
Ideas Presents ideas in Presents ideas in a Ideas are too Ideas are vague or
an original consistent general. unclear.
manner. manner.
Organization Strong and Organized Some No organization;
organized beg/mid/end organization; lack beg/mi/end
beg/mid/end. attempt at a
beg/mid/end
Understanding Writing shows Writing shows Writing shows Writing shows
strong clear clear little
understanding. understanding. understanding. understanding.
Word Choice Sophisticated use Nouns and verbs Needs more Little or no use of
of nouns and make essay nouns and verbs. nouns and verbs.
verbs make essay informative.
very informative.
Sentence Sentence Sentence Sentence No sense of
Structure structure structure is structure is sentence
enhances evident; limited; sentences structure or flow.
meaning; flows sentences mostly need to flow.
throughout piece flow.
Mechanics Few (if any) errors Few errors Several errors Numerous errors
(Sensu Chavez Joy, 2016: Project Science Outdoor Learning Spaces)
Appendix A
RUBRIC/SCORING GUIDE FOR ASSESSING STUDENTS PERFORMANCES
ACCORDION BOOK
FAIR GOOD EXCELLENT
1pt 2pt 3pt
Little to no Most of the Every side of the
Content information is information that Accordion Book is
recorded on the needs to be on each filled out with as
Accordion Book. side is there. much detail as
possible.
Title Fair Good Excellent with
original title.
Accordion Book is Accordion Book is Accordion Book is
Presentation hard to read and legible and there is really easy to read
messy. There is no some color and very organized.
color included. included. It is neat and
colorful.
(Sensu Chavez Joy, 2016: Project Science Outdoor Learning Spaces)
Appendix A
GRADING RUBRIC
The Female Reproductive System
CRITERIA 3 2 1
The student labelled all The student labelled very The student labelled very
parts of the female most parts of the female few parts of the female
ACCURACY reproductive system and reproductive system and reproductive system and
cited their corresponding cited their corresponding cited their corresponding
functions correctly. functions correctly. functions correctly.
The student drew the The student drew only The student drew only
COMPLETENESS parts correctly. most of the parts few of the parts
correctly. correctly.
The student used colors The student used either The student did not used
and enhancements to colors nor enhancements any colors nor
EFFORT make the drawing in the drawing. enhancements in the
attractive. drawing.
Appendix A
GRADING RUBRIC
Keeping the Reproductive System Healthy
CRITERIA 3 2 1
ACCURACY All concepts presented Most concepts All concepts are
were accurate. presented were incorrect.
accurate.
COMPLETENESS All questions were Most questions were No answer.
answered. answered.
All group members Most of the group Very few participated
COLLABORATION participated activity members participated actively during the
during the discussion. actively during the discussion.
discussion.
Appendix A
Show the difference between DNA and RNA by illustrating or drawing the model.
RUBRIC
CRITERIA 5 3 1
ACCURACY Shows extensive of Shows accurate Shows few accurate
concepts. concepts. concepts.
COMPLETENESS Presentation covers all Presentation covers Presentation covers
topics with insightful most topics with some topics with
thoughts. insightful thoughts. insightful thoughts.
CREATIVITY The work is very The work is creatively The work is somewhat
creatively done. done. creatively done.
