Skip to main content
iRubric: Is Use of Stem Cells in Research Ethical? rubric

iRubric: Is Use of Stem Cells in Research Ethical? rubric

find rubric

edit   print   share   Copy to my rubrics   Bookmark   test run   assess...   delete   Do more...
Is Use of Stem Cells in Research Ethical? 
Is Use of Stem Cells in Research Ethical?
Students will research the ethical use of unused human embryos in research. Students must supply 4 reasons for and against use of human embryos in research designed to cure human diseases, giving 2 litigious or religious citations in support of each position. Students will also list 4 human diseases wishing to utilize such research, identifying the population subunit affected and how each disease impacts the human body. Lastly students will take a stance on whether use of human stem cells should be used in current research. Once papers are submitted, groups will debate in support of both advocacy groups in two separate classroom debates.
Rubric Code: DX536CX
By edimorris
Ready to use
Public Rubric
Subject: Biology  
Type: Project  
Grade Levels: (none)

Powered by iRubric Enter rubric title
  Poor

1 pts

Fair

2 pts

Good

3 pts

Superior

4 pts

Pro Advocacy Reasoning

Poor

Students supply 1 pertinent reason in support of human embryo use in stem cell research.
Fair

Students supply 2 pertinent reasons in support of human embryo use in stem cell research.
Good

Students supply only 3 pertinent reasons supporting use of human embryos in stem cell research.
Superior

Students supply 4 pertinent reasons in support of human embryo use in stem cell research.
Con Advocacy Reasoning

Poor

Students supply 1 pertinent reason refuting support of human embryo use in stem cell research.
Fair

Students supply 2 pertinent reasons refuting support of human embryo use in stem cell research.
Good

Students supply 3 pertinent reason refuting support of human embryo use in stem cell research.
Superior

Students supply 4 pertinent reasons refuting support of human embryo use in stem cell research.
Supporting Details

Poor

Students present only 1 litigious and/or religious citation that supports reasoning for one advocacy group.
Fair

Students present a total of 2 litigious and/or religious citations that support reasoning of one advocacy group or one citation for each of the opposing advocacy groups.
Good

Students present a total of 2 litigious and/or religious citations that support reasoning of one advocacy group and only one citation for the opposing advocacy group.
Superior

Students present 2 litigious and/or religious citations that support reasoning of both advocacy groups.
Disease Information

Poor

Students correctly identify the population affected and the impact of only one disease wishing to benefit from stem cell research.
Fair

Students correctly identify the population affected and the impact of two diseases wishing to benefit from stem cell research.
Good

Students correctly identify the population affected and the impact of three diseases wishing to benefit from stem cell research.
Superior

Students correctly identify the population affected and the impact of four diseases wishing to benefit from stem cell research.
Conclusion

Poor

Elaboration, persuasive language and support is lacking or unclear.
Fair

Elaboration and/or persuasive language is lacking or support is unclear in some aspect.
Good

Elaboration or persuasive language is lacking support or unclear in some aspect.
Superior

Students clearly elaborate their own stance on the use of stem cell research, using persuasive language, supported by personal reasoning.
Format/Fluency

Poor

Students have many format errors pertaining to paragraph and sentence structure, and/or grammar and spelling. Ideas do not flow throughout the document.
Fair

Students may have some format errors pertaining to paragraph and sentence structure, and/or grammar and spelling. Ideas do not flow throughout the document.
Good

Students have few format errors pertaining to paragraph and sentence structure, or grammar and spelling. Or ideas do not flow throughout the document.
Superior

Students used complete sentences, correct paragraph structure and good grammar and spelling. Thoughts are clearly expressed and ideas flow.
Debate: Pro Advocacy

Poor

Students do not adequately support their stance or poorly employ prosocial and problem solving skills during the debate.
Fair

Students make several (or few) mistakes in support of their stance and (or) do not fully employ good prosocial skills and/or problem solving skills during the debate.
Good

Students make few mistakes in support of their stance or do not fully employ good prosocial skills and/or problem solving skills during the debate.
Superior

Students correctly and adequately support their stance using prosocial skills and problem solving skills, i.e., active listening, during the classroom debate.
Debate: Con Advacacy

Poor

Students do not adequately support their stance or poorly employ prosocial and problem solving skills during the debate.
Fair

Students make several (or few) mistakes in support of their stance and (or) do not fully employ good prosocial skills and/or problem solving skills during the debate.
Good

Students make few mistakes in support of their stance or do not fully employ good prosocial skills and/or problem solving skills during the debate.
Superior

Students correctly and adequately support their stance using prosocial skills and problem solving skills, i.e., active listening, during the classroom debate.
Daily Participation

Poor

Student was often off task and did not adequately contribute to the project.
Fair

Student was sometimes on task or made some progress on the project during most of the week.
Good

Student was usually on task and made adequate progress on the project.
Superior

Student was on task daily and made adequate progress on the project.
Daily Journal

Poor

Student lacked a majority of required journal entries and did not always show evidence of true reflection concerning research topics.
Fair

Student had some of required journal entries or did not always show evidence of true reflection concerning research topics.
Good

Student had a majority of required journal entries or did not always show evidence of true reflection concerning research topics.
Superior

Student kept a daily journal to reflect on moral or ethical discrepancies or identify suprises regarding information discovered.



Keywords:
  • embryo, stem cell, morality, ethics

Subjects:

Types:

Discuss this rubric




Do more with this rubric:
Preview

Preview

Preview this rubric.
Edit

Edit

Modify this rubric.
Copy

Copy

Make a copy of this rubric and begin editing the copy.

Print

Print

Show a printable version of this rubric.
Categorize

Categorize

Add this rubric to multiple categories.
Bookmark

Bookmark

Bookmark this rubric for future reference.
Assess
Test run

Test run

Test this rubric or perform an ad-hoc assessment.
Grade

Grade

Build a gradebook to assess students.
Collaborate

Collaborate

Apply this rubric to any object and invite others to assess.
Share
Publish

Publish

Link, embed, and showcase your rubrics on your website.
Email

Email

Email this rubric to a friend.
Discuss

Discuss

Discuss this rubric with other members.
 

Do more with rubrics than ever imagined possible.

Only with iRubrictm.


Copyright © 2024 Reazon Systems, Inc.  All rights reserved.
n16