iRubric: Family Pedigree Project rubric

A pedigree was attempted but cannot be easily followed. Student did not include all required generations, and the same generation can be found in multiple rows. Vertical and horizontal connections are not properly made and do not accurately convey relationships. Few to no affected persons are identified. There are gaps in family members and no legend is present.

Student includes 2-3 generations of family members, with the I generation at the top & the III at the bottom. Most members are on the same row & some are labeled. Some symbols are correctly drawn. Some logical connections are clearly made, with most vertical lines connecting parents to offspring & most horizontal lines connecting spousal relationships. Most affected persons are clearly identified. Legend/Key may not present & some persons may be omitted, or gaps may appear in family members.

Student includes & labels 3 generations of family members, with the I generation at the top & the III at the bottom. Each generation has its own row. Vertical lines logically connect parents to offspring & horizontal lines logically connect spousal relationships. All symbols are correctly drawn and connected. Affected persons are clearly identified. A complete legend/key of symbols is included. There are no gaps in family members. All possible persons are included and appropriately spaced.

Student does not support the argument with empirical evidence. Student does not explain or identify relationships or affected persons. The student does not develop a clearly articulated argument using evidence or logical reasoning in support of the conclusion suggested by the family pedigree.

Student partially supports the argument with empirical evidence. Student does not explain but does identify relationships or affected persons. The student does develop a clearly articulated argument but does not support their position using evidence or logical reasoning in support of the conclusion suggested by the family pedigree.

Student fully support the argument with empirical evidence. Student explains and identifies relationships or affected persons. The student does develop a clearly articulated argument and does support their position using evidence or logical reasoning in support of the conclusion suggested by the family pedigree.