HONORS BIOLOGY – Genetic Disorders Research Paper
Midterm Performance Assessment Rubric and Grading Scale
Content/Criteria
ADV - 4
PROF – 3
BASIC -2
BELOW - 1
Chromosome location
Describes fully and accurately the
location of affected genes(s) using
correct conventions for “gene
address”
Describes location of gene
with respect to
chromosome number, lacks
other details
Describes location of gene
in simple terms, but lacks
any supporting detail
Description of location of
affected gene(s) is missing
and/or incorrect
Cause of abnormality
Explains molecular or chromosomal
basis for disorder with complete and
accurate supporting detail and
medical terminology.
Molecular or chromosomal
basis of disorder is
described, but several
details or terminology
missing
Provides very limited
explanation of underlying
cause of abnormality
Explanation of cause of
disorder missing/inaccurate
History of disorder
Provides detailed explanation of
historical events surrounding the
identification and treatment of the
disorder
Provides satisfactory
explanation of historical
details of the disorder, with
limited omissions.
Provides basic historical
description, important
details missing
Provides little to no
historical background with
respect to disorder.
At risk population
Fully discusses members of
population at risk for disorder
including race, ethnicity, geographic,
and/or gender variables.
Includes satisfactory
discussion of at risk
population, but is missing
some details
Frequency of occurrence
Methods of detection or
testing
Discusses frequency of occurrence
in both general population and
affected subgroups. Includes data to
support. Relates data to variables
mentioned in “at risk” section
Discusses multiple procedures of
testing for and detecting the
abnormality. Fully explores issues
related to difficulties of detection,
false positives, costs, etc.
Provides adequate
description of frequency of
occurrence, but leaves out
some important detail
Discusses most common
method(s) of detection,
availability of procedure,
cost, etc.
Provides only a simplistic
statement of population at
risk, with little to no
supporting details or
development of topic
Provides general
description of frequency of
occurrence, many details
missing, minimal relation
to at risk groups
Includes a general
statement about detection
of abnormality, Missing
many details of costs,
availability, etc.
Mentions only general
symptoms, minimal
discussion of relationship
between abnormality and
anatomical/physiological
levels
Incorrectly identifies, or
does not identify, at risk
population
Little to no mention of
frequency of occurrence in
any segment of the
population.
Only brief mention of how
abnormality is detected. No
elaboration or supporting
details included.
Symptoms
Discusses all symptoms from both a
physiology (chemical) and gross
anatomy (structural) perspective
Includes a discussion of
symptoms, but is missing
some details related to
physiological or anatomical
abnormalities
Prognosis (life
expectancy, short vs
long-term effects)
Fully develops issues related to the
disorder’s affects upon life
expectancy, quality of life, degree of
impairment or disability, etc.
Discusses prognosis and the
short and long term effects
of the disorder, few details
missing or undeveloped
Briefly mentions life
expectancy, short and long
term effects
Minimal information
presented in terms of
prognosis
Treatment options and
effectiveness
Fully discusses the various
treatment methods available and
their effectiveness, cost, length,
availability, etc.
Discusses various
treatments and the relative
effectiveness of each.
Includes a brief discussion
of treatment, but missing
supporting details/content
Minimal information
presented in terms of
treatment
options/effectiveness
Pictures, charts, and/or
graphics depicting or
explaining symptoms
Graphics are used to enhance
explanation of all symptoms and the
overall anat./physio. effects of the
disorder
Graphics are used to
support main points and
issues related to the
disorder
Graphics are only used
sporadically in support of
issues related to disorder
Little to no use of graphics
to support issues related to
disorder.
Content is presented in a clear,
concise fashion which aids in full
development of issues, free of
grammatical, spelling, and/or
punctuation errors, All sources
correctly cited in proper MLA format
Small breaks in style and
few awkward transitions,
but little to no effect on
issues addressed, Several
small errors, does not
meaningfully detract from
issues addressed, Most
sources correctly cited
Large or frequent style
and/or coherence errors,
which limit ability of paper
to convey information,
Numerous errors begin to
detract from issues
addressed, Only some
sources are cited, errors in
format
Little to no evidence that
style and coherence were
addressed by the author,
Effort to cite source or
follow proper format
appears to be minimal,
Many broad and significant
errors makes reading of
paper difficult
Writing style and
coherence of
construction, grammar,
sources cited
Rubric Score: _________ /44
Scaled % Score (“Grade”): _______________
Little to no mention of
specific symptoms of
abnormality
Scoring Scale
Rubric Points ( /52)
0-11
Corresponding Grade (%)
40
16
50
22
60
28
75
33
85
38
92
44
100