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iRubric: Self Assessment Evolution rubric

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Self Assessment Evolution 
Self Assessment Cell Organelles
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Rubric Code: J234669
By jzepedaco
Ready to use
Public Rubric
Subject: Biology  
Type: Reflection  
Grade Levels: 9-12

Powered by iRubric Biological Evolution: Unity and Diversity
Students have a conceptual understanding of the role each line of evidence has relating to common ancestry and biological evolution.
  level 5

High level of competence

5 pts

level 4

Moderately high level of competence

4 pts

level 3

Average level of competence

3 pts

level 2

Low level of competence

2 pts

Level 1

No level of competence

1 pts

Empirical Data Supporting Evolution

I can communicate scientific information, including that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
level 5

Students are able to fully describe the evolution of the ancestor(s) and its progression to the modern day organism using their own words and proper examples
level 4

Students are able to describe the evolution of an ancestor and its progression to the modern day organism using their own words and proper examples.
level 3

Students are able to partially describe the evolution of an ancestor and its progression to the modern day organism using their own words and proper examples.
level 2

Students are able to partially describe the evolution of an ancestor and its progression to the modern day organism using their own words.
Level 1

Students are unable to describe the evolution of the ancestor and its progression to the modern day organism using their own words and proper examples
Common Ancestry

I can identify and communicate evidence for common ancestry and biological evolution
level 5

Students can construct a cladogram(s) or diagrams which depict all relationships between different groups of taxa for an an organisms evolutionary history.
level 4

Students can construct a cladogram or diagram depicting majority of the relationships between different groups of taxa.
level 3

Student is able to depict an organisms evolutionary history partially utilizing a cladogram.
level 2

Student can only make a cladogram, but is unable to represent an organisms evolutionary history.
Level 1

Student is unable to make a cladogram or a diagram depicting evolutionary history.
Similarities in DNA Sequences

I can identify Information derived from DNA sequences, which vary among species but have many similarities between species
level 5

Student is able to compare the genetic DNA sequences between five organisms and construct a cladogram based on similarities.
level 4

Student is able to compare the genetic DNA sequences between four organisms and construct a cladogram based on similarities.
level 3

Student is able to compare the genetic DNA sequences between three organisms and construct a cladogram based on similarities.
level 2

Student is able to compare the genetic DNA sequence similarities between two organisms, but unable to construct a cladogram.
Level 1

Student is unable to read DNA similarities, and unable to construct a cladogram.
Differences in DNA Sequences and Amino Acids

I can identify differences in patterns of amino acid sequences, even when DNA sequences are slightly different, including the fact that multiple patterns of DNA sequences can code for the same amino acid.
level 5

Student is able to compare the genetic sequences between multiple organisms and construct a cladogram based on differences.
level 4

Student is able to compare the genetic sequences between four organisms and construct a cladogram based on differences.
level 3

Student is able to compare the genetic sequences between three organisms and construct a cladogram based on differences.
level 2

Student is able to compare the genetic sequence differences between two organisms, but unable to construct a cladogram.
Level 1

Student is unable to read genetic differences, and unable to construct a cladogram.
Understand Evolutionary Patterns

I can connect patterns in the fossil record (e.g., presence, location, and inferences possible in lines of evolutionary descent for multiple
specimens)
level 5

Student is able to organize and construct multiple species into nested groups (clades) based on shared derived traits, geographic location, and morphological features (body shape).
level 4

Student is able to organize multiple species into groups based on shared derived traits and morphological features (body shape).
level 3

Student is able to organize several species into groups based on shared derived traits.
level 2

Student is able to organize a few species into groups based on shared derived traits.
Level 1

Student is unable to organize species based on derived traits.
Similarities in Embryological Development

I can identify the pattern of anatomical and embryological similarities.
level 5

Student is able to organize given displays of pictorial data of embryos by developmental stage and by organism (e.g., early, middle, just prior to birth) to allow for the identification, analysis, and interpretation of relationships in the data
level 4

Student is able to organize given displays of pictorial data of embryos by developmental stage and by organism (e.g., early, middle, just prior to birth) to allow for the identification, analysis.
level 3

Student is able to organize given displays of pictorial data of embryos by developmental stage and by organism (e.g., early, middle, just prior to birth).
level 2

Student is able to organize given displays of pictorial data of embryos by developmental stage (e.g., early, middle, just prior to birth).
Level 1

Student is unable to organize given displays of pictorial data of embryos by developmental stage.
Summative Understanding

can communicate that together, the patterns observed at multiple spatial
and temporal scales (e.g., DNA
sequences, embryological development,
fossil records) provide evidence for
causal relationships relating to biological
evolution and common ancestry.
level 5

High level of competence - extensive experience in the skill area
level 4

Moderately high level of competence - good experience in the skill area
level 3

Average level of competence – some experience in the skill area
level 2

Low level of competence – little experience in the skill area
Level 1

No level of competence – no experience in the skill area






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