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iRubric: Basic Anatomy and Physiology of the Nervous System rubric

iRubric: Basic Anatomy and Physiology of the Nervous System rubric

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Basic Anatomy and Physiology of the Nervous System 
Basic Anatomy and Physiology of the Nervous System
Flow Chart
Rubric Code: Q2447AC
By jessinadeau
Ready to use
Public Rubric
Subject: Biology  
Type: Assessment  
Grade Levels: 9-12, Undergraduate

Powered by iRubric Anatomy and Physiology Assessment
  Insufficient Evidence

1 pts

Below Expectation

2 pts

Approaches Expectation

3 pts

Meets Expectation

4 pts

Cells and Their Function

Insufficient Evidence

Student does not demonstrate understanding that DNA is responsible for the specialization of cells or how specialized cells enable the functions of biological systems.
Below Expectation

Student understands that DNA is responsible for the specialization of cells but does not demonstrate understanding of how specialized cells enable the functions of biological systems.
Approaches Expectation

Student understands that DNA is responsible for the specialization of cells, and how specialized cells enable some functions of biological systems.
Meets Expectation

Student understands the process of how DNA is responsible for the specialization of cells, and how specialized cells enable functions of biological systems.
System Organization

Insufficient Evidence

Student does not demonstrate understanding of how biological systems are organized.
Below Expectation

Student knows how biological systems are organized but cannot demonstrate knowledge of how that organization allows for specific functions.
Approaches Expectation

Student knows how biological systems are organized and approaches understanding of how that organization allows for specific functions.
Meets Expectation

Student knows how biological systems are organized and how that organization allows for specific functions.
Structure and Function

Insufficient Evidence

Student does not demonstrate understanding of the interdependence between systems of an organism.
Below Expectation

Student understands the interdependence between systems of an organism but does not demonstrate understanding of how this interdependence allows organisms to function as a whole.
Approaches Expectation

Student understands the interdependence between systems of an organism and demonstrates some knowledge of how this interdependence allows the organism to function as a whole.
Meets Expectation

Student understands the interdependence between systems of an organism and how this allows organisms to function as a whole.
Use of Models

Insufficient Evidence

Student does not demonstrate the ability to create/label a model to show the structure of biological systems.
Below Expectation

Student can create/label a model to show the structure of biological systems.
Approaches Expectation

Student can create/label a model to show the relationship between structure and function within a single biological system.
Meets Expectation

Student can create/label a model to show the relationship between structure and function within, and between, biological systems.
Cause and Effect

Insufficient Evidence

Student cannot identify changes in a systems’ structure or how this affects its’ function.
Below Expectation

Student can identify changes in a systems’ structure but is unable to connect how these changes affect its’ function.
Approaches Expectation

Student can identify changes in a systems’ structure and approaches understanding of how these changes affect its’ function.
Meets Expectation

Student can identify how changes in a systems’ structure affect its’ function.
Scientific Evidence

Insufficient Evidence

Student is unable to obtain scholarly evidence to support scientific explanations even with help from peers and instructors.
Below Expectation

Student obtains scholarly evidence to support scientific explanations with significant help from peers and instructors.
Approaches Expectation

Student obtains scholarly evidence to support scientific explanations with minimal help from peers and instructors.
Meets Expectation

Student independently obtains scholarly evidence to support scientific explanations.




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