I think your evaluative rubric for osmosis and diffusion is a great one. Not only did you incorporate components of the class lecture and lesson understanding (like vocabulary definitions), but you also took into consideration the importance of your students understanding all of the lab/experimental components associated with osmosis and diffusion, which is included in your criteria for lab and post-lab comprehension. In science courses, it is extremely important to evaluate not just the learned knowledge and content of students in biology, but also their laboratory skills as well. The only suggestion I have, in regards to your rubric, would be for your section about "applying knowledge of the vocabulary to successfully answer questions about cells and their surroundings?" Maybe you could be specific as to how you would grade/evaluate this? Would it be with a quiz, exam, classroom assignment, or more? Otherwise, I think your rubric is creative and great.
Overall I think your rubric is well done and evaluates the students effectively in what you are trying to achieve. As Bobby said, lab skills are critical as well as the analysis of data. My question would be how are you going to assess how well the group works in the lab? Will you be keeping track yourself as they do the lab? A suggestion would be use group reviews similar to what we used last class in ED605 where we evaluated our group based on certain criteria. You could then use both the student's input as well as your own observations to set the criteria and points for the level of teamwork.
Allison, I like your rubric for osmosis. It is good that for the "successfully completing the lab experiment," you allowed the students to perform multiple trials in order to achieve the correct results and you gave them an opportunity to correct their work. You also incorporated whether or not the students understood why their answers were incorrect. This is great. At my school, after giving a test, some teachers give the students a chance to correct their mistakes on the test and re-submit for half credit. At least a student who failed miserably does not feel completely defeated if he can at least learn from his mistakes. This is a great feature of your rubric. However, I noticed that you did not assign any points to each category (excellent, good, fair, etc.). How do you know how many points to assign for each category? Is it out of 10 or is it a 5-point scale?
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ReplyDeleteI think your evaluative rubric for osmosis and diffusion is a great one. Not only did you incorporate components of the class lecture and lesson understanding (like vocabulary definitions), but you also took into consideration the importance of your students understanding all of the lab/experimental components associated with osmosis and diffusion, which is included in your criteria for lab and post-lab comprehension. In science courses, it is extremely important to evaluate not just the learned knowledge and content of students in biology, but also their laboratory skills as well. The only suggestion I have, in regards to your rubric, would be for your section about "applying knowledge of the vocabulary to successfully answer questions about cells and their surroundings?" Maybe you could be specific as to how you would grade/evaluate this? Would it be with a quiz, exam, classroom assignment, or more? Otherwise, I think your rubric is creative and great.
ReplyDeleteOverall I think your rubric is well done and evaluates the students effectively in what you are trying to achieve. As Bobby said, lab skills are critical as well as the analysis of data. My question would be how are you going to assess how well the group works in the lab? Will you be keeping track yourself as they do the lab? A suggestion would be use group reviews similar to what we used last class in ED605 where we evaluated our group based on certain criteria. You could then use both the student's input as well as your own observations to set the criteria and points for the level of teamwork.
ReplyDeleteAllison, I like your rubric for osmosis. It is good that for the "successfully completing the lab experiment," you allowed the students to perform multiple trials in order to achieve the correct results and you gave them an opportunity to correct their work. You also incorporated whether or not the students understood why their answers were incorrect. This is great. At my school, after giving a test, some teachers give the students a chance to correct their mistakes on the test and re-submit for half credit. At least a student who failed miserably does not feel completely defeated if he can at least learn from his mistakes. This is a great feature of your rubric. However, I noticed that you did not assign any points to each category (excellent, good, fair, etc.). How do you know how many points to assign for each category? Is it out of 10 or is it a 5-point scale?
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