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iRubric: Semester Grade Stage 1 Biology rubric

iRubric: Semester Grade Stage 1 Biology rubric

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Semester Grade Stage 1 Biology 
Rubric Code: ZX29A7W
By wormfarmer
Draft
Public Rubric
Subject: Biology  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric End of Unit Test
Enter rubric description
  A

5 pts

B

4 pts

C

3 pts

D

2 pts

E

1 pts

Investigations
Investigations
I1

Enter description
A

Designs a logical, coherent, and detailed biological investigation.
B

Designs a well-considered and clear biological investigation.
C

Designs a considered and generally clear biological investigation.
D

Prepares the outline of a biological investigation.
E

Identifies a simple procedure for a biological investigation.
I2

Enter description
A

Critically and logically selects and consistently and appropriately acknowledges information about biology and issues in biology from a range of sources.
B

Logically selects and appropriately acknowledges information about biology and issues in biology from different sources.
C

Selects with some focus, and mostly appropriately acknowledges, information about biology and issues in biology from different sources.
D

Selects and may partly acknowledge one or more sources of information about biology or an issue in biology.
E

Identifies a source of information about biology or an issue in biology.
I3

Enter description
A

Manipulates apparatus and technological tools carefully and highly effectively to implement well-organised, safe, and ethical investigation procedures.
B

Manipulates apparatus and technological tools carefully and mostly effectively to implement organised, safe, and ethical investigation procedures.
C

Manipulates apparatus and technological tools generally carefully and effectively to implement safe and ethical investigation procedures.
D

Uses apparatus and technological tools with inconsistent care and effectiveness and attempts to implement safe and ethical investigation procedures.
E

Attempts to use apparatus and technological tools with limited effectiveness or attention to safe or ethical investigation procedures.
I4

A

Obtains, records, and displays findings of investigations, using appropriate conventions and formats accurately and highly effectively.
B

Obtains, records, and displays findings of investigations, using appropriate conventions and formats mostly accurately and effectively.
C

Obtains, records, and displays findings of investigations, using generally appropriate conventions and formats with some errors but generally accurately and effectively.
D

Obtains, records, and displays findings of investigations, using conventions and formats inconsistently, with occasional accuracy and effectiveness.
E

Attempts to record and display some descriptive information about an investigation, with limited accuracy or effectiveness.
Analysis and Evaluation
AE1

A

Systematically analyses data and their connections with concepts, to formulate logical and perceptive conclusions and make relevant predictions.
B

Logically analyses data and their connections with concepts, to formulate consistent conclusions and mostly relevant predictions.
C

Analyses data and their connections with concepts, to formulate generally appropriate conclusions and make simple predictions, with some relevance.
D

Describes basic connections between some data and concepts, and attempts to formulate a conclusion and make a simple prediction that may be relevant.
E

Attempts to connect data with concepts, formulate a conclusion, and make a prediction.
AE2

A

Logically evaluates procedures and suggests a range of appropriate improvements.
B

Evaluates procedures and suggests some appropriate improvements.
C

Evaluates some procedures in biology and suggests some improvements that are generally appropriate.
D

For some procedures, identifies improvements that may be made.
E

Acknowledges the need for improvements in one or more procedures.
Application
A1

A

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

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

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

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

Identifies a basic problem and attempts to identify a solution in a familiar context.
A2

A

Uses appropriate biological terms, conventions, formulae, and equations highly effectively.
B

Uses appropriate biological terms, conventions, formulae, and equations effectively.
C

Uses generally appropriate biological terms, conventions, formulae, and equations, with some general effectiveness.
D

Attempts to use some biological terms, conventions, formulae, and equations that may be appropriate.
E

Uses some biological terms or formulae.
A3

A

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

Applies mostly constructive and focused individual and collaborative work skills.
C

Applies generally constructive individual and collaborative work skills.
D

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

Shows emerging skills in individual and collaborative work.
Knowledge and Understanding
KU1

A

Consistently demonstrates a deep and broad knowledge and understanding of a range of biological concepts.
B

Demonstrates some depth and breadth of knowledge and understanding of a range of biological concepts.
C

Demonstrates knowledge and understanding of a general range of biological concepts.
D

Demonstrates some basic knowledge and partial understanding of biological concepts.
E

Demonstrates some limited recognition and awareness of biological concepts.
KU2

A

Uses knowledge of biology perceptively and logically to understand and explain social or environmental issues.
B

Uses knowledge of biology logically to understand and explain social or environmental issues.
C

Uses knowledge of biology with some logic to understand and explain one or more social or environmental issues.
D

Identifies and explains some biological information that is relevant to one or more social or environmental issues.
E

Shows an emerging understanding that some biological information is relevant to social or environmental issues.
KU3

A

Uses a variety of formats to communicate knowledge and understanding of biology coherently and highly effectively.
B

Uses a variety of formats to communicate knowledge and understanding of biology coherently and effectively.
C

Uses different formats to communicate knowledge and understanding of biology, with some general effectiveness.
D

Communicates basic information to others, using one or more formats.
E

Attempts to communicate information about biology.




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