ReMSTEP / Deakin University VCE Biology Stem Cell Sequence Development
STEM CELL INVESTIGATION RUBRIC
Criteria
Student Name
Class
NS
0
E - E+
1 (or 2)
D - D+
2 (or 4)
C - C+
3 (or 6)
B - B+
4 (or 8)
A - A+
5 (or 10)
No participation and
contribution to the exploration
of issues relating to stem cell
technology.
Minimal participation and
contribution to the exploration
of issues relating to stem cell
technology.
Superficial participation and
contribution to the exploration
of issues relating to stem cell
technology.
Moderate participation or
contribution to the exploration
of issues relating to stem cell
technology.
Keen participation or
contribution to the exploration
of issues relating to stem cell
technology.
Deep participation or
contribution to the exploration
of issues relating to stem cell
technology.
Moderate exploration of the
stakeholder perspective
touching on some of the key
questions demonstrated in class
or presented in stakeholder
video.
Keen exploration into
stakeholder perspective
touching on most of the key
questions demonstrated in class
or presented in stakeholder
video. Somewhat convincing
stakeholder portrayal in
stakeholder video.
Deep exploration into
stakeholder perspective
touching on all key questions
demonstrated in class or
presented in stakeholder video.
Convincing stakeholder
portrayal in stakeholder video.
Moderate consideration of
other stakeholder perspectives
demonstrated touching on
some of the key questions.
Keen consideration of other
stakeholder perspectives
demonstrated touching on
most of the key questions.
Deep consideration of other
stakeholder perspectives
demonstrated touching on all of
the key questions.
Moderate participation in
Insight Program.
Keen participation in Insight
Program.
Deep participation in Insight
Program.
Moderate participation or
contribution to the exploration
of issues relating to stem cell
technology.
Keen participation or
contribution to the exploration
of issues relating to stem cell
technology.
Deep participation or
contribution to the exploration
of issues relating to stem cell
technology.
Phase 1 - Explore
Participation &
Contribution to
Exploration of Issues / 5
Phase 2 - Expand
Stakeholder
Development
/10
No exploration of the
stakeholder perspective
demonstrated in class or in the
stakeholder video.
Minimal exploration of the
stakeholder perspective
demonstrated in class or
presented in the stakeholder
video.
Superficial exploration of the
stakeholder perspective
touching on some of the key
questions demonstrated in class
or presented in stakeholder
video.
Minimal consideration of other
stakeholder perspectives
demonstrated.
Superficial consideration of
other stakeholder perspectives
demonstrated touching on
some of the key questions.
Phase 3 - Delve
Alternate Stakeholder
Views
/5
No consideration of other
stakeholder views
demonstrated.
Phase 4 - Action
Participation in Insight
Program
/5
Did not participate in Insight
Program.
Minimal participation in Insight
Program.
Superficial participation in
Insight Program.
Phase 5 - Reflection
Participation &
Contribution to Group
Debrief
/5
No participation and
contribution to the exploration
of issues relating to stem cell
technology.
Minimal participation and
contribution to the exploration
of issues relating to stem cell
technology.
Superficial participation and
contribution to the exploration
of issues relating to stem cell
technology.
1
Phase 6 - Consolidation
VCE Biology Unit 2 AOS3 K Knowledge
Characteristics Of
Effective Science
Communication
/5
Not shown
Minimal demonstration of
effective science
communication.
Superficial demonstration of
effective science
communication.
Appropriate demonstration of
effective science
communication.
Keen demonstration of
effective science
communication.
Understanding Of
Biological Concepts
/5
Not shown
Biological concepts specific to
the investigation are included in
minimal detail.
Biological concepts specific to
the investigation are included in
superficial detail.
Biological concepts specific to
the investigation are included in
some detail.
Biological concepts specific to
the investigation are included in
detail.
Not shown
The use of data
representations, models and
theories is minimal.
The use of data
representations, models and
theories attempts to support
understanding of biological
concepts.
The use of data
representations, models and
theories supports
understanding of biological
concepts.
The use of data
representations, models and
theories enhances
understanding of biological
concepts.
Nature Of Evidence
/5
Not shown
The nature of evidence and
information has been noted.
The nature of evidence and
information has been noted and
an attempt has been made to
expand.
The nature of evidence and
information is explored.
The nature of evidence and
information is explored in
depth.
Influence of other
factors on the biological
issue
/5
Not shown
The influence of other factors is
noted.
The influence of other factors is
noted and an attempt has been
made to expand.
The influence of other factors is
explored.
The influence of other factors is
explored in depth.
No references
Uses secondary sources without
editing
Some sources referenced.
Uses secondary sources with
editing.
Most sources referenced.
Explores secondary sources
with editing.
Most sources referenced.
Synthesises information from
secondary sources
All sources referenced.
Use of Data
Representations
/5
References
/5
Accurate biological information;
clarity of explanation of
biological concepts, ideas and
models; contextual clarity with
reference to importance and
implications of findings;
conciseness and coherence;
and appropriateness for
purpose and audience.
Biological concepts specific to
the investigation are included in
considerable detail: definitions
of key terms; use of appropriate
biological terminology,
conventions and
representations.
The use of data
representations, models and
theories in organising and
explaining observed
phenomena and biological
concepts, and their limitations
are accurate and appropriate.
The nature of evidence and
information is explored in
considerable depth: distinction
between opinion, anecdote and
evidence, weak and strong
evidence, and scientific and
non-scientific ideas; and
validity, reliability and authority
of data including sources of
possible errors or bias.
The influences of social,
economic, legal and ethical
factors relevant to the selected
biological issue are explored in
considerable depth.
Analyses information from
primary and secondary sources.
All sources are referenced.
Overall / 60
Comments
2
ReMSTEP / Deakin University VCE Biology Stem Cell Sequence Development
STEM CELL INVESTIGATION SELF ASSESSMENT
My Name:
CRITERIA
I COULD DO BETTER…
(1 POINT)
I DID PRETTY WELL…
(2 POINTS)
I DID AN EXCELLENT JOB…
(3 POINTS)
Project Requirements
I understood some of the project requirements and some
of what I had to do.
I clearly understood the project requirements and what I
had to do.
I understood the project requirements and understood
what I had to do and checked that all elements were done
in the best way I could.
Stakeholder research
and development
I researched my stakeholder and attempted to understand
their point of view but my contribution could have been
better.
My research and understanding of my stakeholder’s point
of view helped to establish my group’s understanding of
the stakeholder.
I wrote questions for research, and adapted them to make
sure I could find the information I needed in order to
conceptualise my stakeholder and their point of view.
Involvement in
Insight Program
I made some efforts to contribute to the Insight Program
but my contribution could have been better.
I was an active participant in the Insight Program.
I was an active participant in the Insight Program and my
contributions enhanced the overall activity.
Research process
I did search to find information but didn’t use search
techniques such as advanced search.
I used effective search techniques to find information.
I used search techniques to find information and adapted
my searches to make sure I found the most suitable
information.
Relevance of
information
I found information but didn’t really check to see if it was
relevant.
Most of the information I used was relevant.
I ensured that all information presented was relevant.
Assessed the
reliability of
information
I assumed that the information I found was from a reliable
place but didn’t check.
I considered the reliability of resources and whether or not
the information could be trusted.
I checked the reliability of resources and whether or not
the information could be trusted. I tried to source
information from reliable resources.
Presentation of
information
I put some information in my own words for my final task.
I put most of the information in my own words for my final
task except for information I directly referenced.
I put all the information in my own words for my final task
except for information I directly referenced.
Sequence of
information
I didn’t think too much about how I organised information
for the final task.
I organised the information so that it was clear for the
audience in the final task.
I organised and structured the information carefully so
that it was clear for the audience in the final task.
Suitability of
information
I didn’t really think too much about how to present the
information for my audience.
I considered the audience’s needs when I chose
presentation format to make it clear for them to
understand.
I considered my presentation options and I chose a
presentation format to make it clear for the audience to
understand.
Referencing of
information
I referenced some information I found.
I referenced most of the information I found.
I referenced all the information I found.
3
Comments:
Strengths:
What I need to work on:
My points:
/30
4
ReMSTEP / Deakin University VCE Biology Stem Cell Sequence Development
STEM CELL INVESTIGATION PEER ASSESSMENT
My Name:
Group Member 1
(0 = not shown / 1 = needs improvement / 6 = excellent)
1
2
3
Group Member 2
4
5
6
1
2
3
4
5
6
Was able to discuss a topic and present his/her opinions in a respectful and professional manner
Attended every class or notified you in the event of his/her absence
Prepared for every class and completed allocated tasks within the established timeframe
Asked for assistance when it was needed
Worked effectively in partnership during class time and outside of class time
Actively participated in discussion and decision-making processes
Was open to criticism and accepted feedback readily
Used feedback to improve his/her work
Participated actively in the tutorials and shared information
Showed responsibility and commitment
Attended every group meeting
Worked as hard as the rest of the group
Provided assistance when needed
Worked towards achievement of the group’s learning objectives
Did all required tasks in order to be ready for presentation
Actively listened to teammates
Respected other people’s opinions
Showed responsibility and commitment in all the team’s tasks
Offered feedback to his/her classmates in a constructive and friendly way
5