Assessment

Assessments

Oral Presentation Rubric : Final Assessment: Oral Presentation
Category	4	3	2	1
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems pretty prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.	Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.	Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.	Often mumbles or can not be understood OR mispronounces more than one word.
Volume	Volume is loud enough to be heard by all audience members throughout the presentation.	Volume is loud enough to be heard by all audience members at least 90% of the time.	Volume is loud enough to be heard by all audience members at least 80% of the time.	Volume often too soft to be heard by all audience members.
Posture and Eye Contact	Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.	Stands up straight and establishes eye contact with everyone in the room during the presentation.	Sometimes stands up straight and establishes eye contact.	Slouches and/or does not look at people during the presentation.
Enthusiasm	Facial expressions and body language generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language sometimes generate a strong interest and enthusiasm about the topic in others.	Facial expressions and body language are used to try to generate enthusiasm, but seem somewhat faked.	Very little use of facial expressions or body language. Did not generate much interest in topic being presented.
Comprehension	Student is able to accurately answer almost all questions posed by classmates about the topic.	Student is able to accurately answer most questions posed by classmates about the topic.	Student is able to accurately answer a few questions posed by classmates about the topic.	Student is unable to accurately answer questions posed by classmates about the topic.
Content	Shows a full understanding of the topic.	Shows a good understanding of the topic.	Shows a good understanding of parts of the topic.	Does not seem to understand the topic very well.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.
Time-Limit	Presentation is 5-6 minutes long.	Presention is 4 minutes long.	Presentation is 3 minutes long.	Presentation is less than 3 minutes OR more than 6 minutes.

Research Report : Final Assessment: Report
Category	4	3	2	1
Organization	Information is very organized with well-constructed paragraphs and subheadings.	Information is organized with well-constructed paragraphs.	Information is organized, but paragraphs are not well-constructed.	The information appears to be disorganized. 8)
All Expected Components Included	A clear and concise introduction presents the characteristics of the disease, there is a process illustrated that the students followed, and conclusions are clearly drawn from the process and background information.	The introduction is nearly complete. The process by which the students followed is a little unclear. The conclusion does not necessarily correlate with the process and background information.	The introduction is not well organized. The process is unclear, and the conclusions do not correlate with the process and background information.	The introduction, process and conclusions are not satisfactory.
Correct Disease Identification	Disease is correctly identified.	A very similar disease is identified.	A related disease is identified, but shares few characteristics.	The disease identified has no correlation with the correct disease.
Quality of Information	Information clearly relates to the main topic. It includes several supporting details and/or examples.	Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples.	Information clearly relates to the main topic. No details and/or examples are given.	Information has little or nothing to do with the main topic.
Mechanics	No grammatical, spelling or punctuation errors.	Almost no grammatical, spelling or punctuation errors	A few grammatical spelling, or punctuation errors.	Many grammatical, spelling, or punctuation errors.
Sources	All sources (information and graphics) are accurately documented in the desired format.	All sources (information and graphics) are accurately documented, but a few are not in the desired format.	All sources (information and graphics) are accurately documented, but many are not in the desired format.	Some sources are not accurately documented.

CAT 1: Directed Paraphrasing
Directed Paraphrasing would be a good way to assess students' ability to summarize a lesson. For instance, before the bacteria lecture, I would go through an example of paraphrasing with the students. Then I would lecture over the first few topics in bacteria, stop, and ask them to paraphrase what I just lectured. I would lecture for a few more minutes, probably about five minutes at a time, stopping to let them paraphrase that portion of the lecture in a few sentences. At the end of the lecture, I would have the students get in groups and combine their ideas of how to paraphrase the lesson into one, so that they can see how many different ways one lecture can be summarized. With all the different views, they will hopefully be able to see what the best way to paraphrase the lecture would be.

CAT 2: Project Prospectus
The project prospectus is a good way to help the students prepare for their final assessment which is a group project. The group project would represent a large portion of the students' grades and also requires a greater percentage of in class time to complete. Each of the groups can turn in one prospectus which the teacher can then evaluate. By turning the prospectus after the first day of research, the teacher can quickly head off any problems that he or she might think will arise. The prospectus will also help the students organize their time, since they will be performing research over an extended number of class periods.

CAT 3: Problem Recognition Tasks
The students will be working on medical case studies in groups for their final project in our lesson unit. To prepare them for their project, we can use Problem Recognition Tasks by presenting student with several mini medical cases to see where they are in their ability to use what they have learned in class to diagnose the diseases. Students will also be asked to provide justifications for their responses which would help the teachers see where they are in their line of thinking.

CAT 4: Empty Outlines
In this assessment the teacher goes through the lesson prior to teaching and creates an outline. The teacher then omits portions of this self-created outline and provides it to the students to fill out after the lesson. These "empty outlines" can be looked at by the teacher to see where students are struggling to grasp the main ideas.

In the lesson on the overview of the immune system, this assessment is ideal because it checks to see if students are seeing the big picture. Students will be hearing new concepts, and it is important that they keep track of what's going on since the immune system concepts build off each other. The teacher can look at the outlines after class to see if clarification is necessary before the next lesson.

What's Happening to My Body When I'm Sick?