Student Learning Outcomes: Rubric Worksheet

Student Learning Outcomes: Rubric Worksheet

Course Name and Number: ___Bio 29______Marine Biology____ Date: ____Fall 2010______

Faculty Participating in Meeting: __Elzbet Diaz de Leon______

Student Learning Outcome: Recognize the interplay of phylogeny and environmental adaptation in marine organisms.

Apply critical thinking skills and an understanding of the scientific method to marine science stories in the public media.

Identify human impacts on the marine environment and discuss various perspectives and proposals for addressing them.

Component / A / Excellent / B / Good / C / Satisfactory / D / Below Satisfactory
Review the steps of the Scientific method. Define terms hypothesis and prediction and their roles. / Student can define the term hypothesis and distinguish it from the later step of prediction. Student can list the steps of the scientific method. / Student can list the steps of the scientific method. Student can define the term hypothesis. Student may get confused about induction and deduction/ general /specific part. / Student can list the steps of the scientific method (maybe leave one step out or get a minor error). Student can define the term hypothesis.
Student may get confused about induction and deduction/ general /specific part. / Student can sequence the steps of the scientific method and cannot define the term hypothesis.
Describe process of science experimentation and scientific community review. Explain falsifiability and peer review. / Student can give examples of falsifiability and cite it as a requirement for science. Student can express the role of peer review. / Student can give examples of falsifiability and cite it as a requirement for science.
Student understands that scientists review each other. / Student can cite falsifiability as a requirement for science. Student understands that scientists review each other. / Students does not demonstrate an understanding of falsifiability. Students does not display a grasp of the role of peer review.
Assign students to read public media articles on issues relating to marine biology and deconstruct them as science writing. / Student can rank levels of sources. Student can recognize a presence or absence of cited sources. Students can distinguish falsifiable from non falsifiable statements. Students can recognize statements which appear to have cited data supporting them and those which do not. Student can address the question is an “expert” peer accepted in the topic s/he is talking about? / Student can recognize levels of sources.
Student can recognize a presence or absence of cited sources. Student can address the question is an “expert” peer accepted in the topic s/he is talking about? / Student can recognize levels of sources.
Student can recognize a presence or absence of cited sources and is vaguely wary of “experts” but may not be clear on how to distinguish them. / Student cannot recognize levels of sources. Student is an uncritical reader of science articles. Student is unable to distinguish experts.