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
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 cite falsifiability
as a requirement for science.
Student understands that
scientists review each other.
Student can sequence the
steps of the scientific method
and cannot define the term
hypothesis.
Student can recognize levels
of sources.
Student can recognize a
Student cannot recognize
levels of sources. Student is
an uncritical reader of science
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.
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.
Assign students to read public Student can rank levels of
media articles on issues
sources. Student can
relating to marine biology
recognize a presence or
Student can recognize levels
of sources.
Student can recognize a
Students does not
demonstrate an
understanding of falsifiability.
Students does not display a
grasp of the role of peer
review.
Student Learning Outcomes: Rubric Worksheet
and deconstruct them as
science writing.
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?
presence or absence of cited
sources. Student can address
the question is an “expert”
peer accepted in the topic
s/he is talking about?
presence or absence of cited
sources and is vaguely wary
of “experts” but may not be
clear on how to distinguish
them.
articles. Student is unable to
distinguish experts.