APPENDIX A: An Example
of a Multiple Rating Item
Lab Conclusion Grading
Rubric
Instructions: Place the grading
rubric next to the lab conclusion. Read the examples of responses that
represent the number score for the criteria you are grading. Read the
conclusion and assign the number of points that most closely represents
the type of answer given by the students. Repeat this process for all
of the criteria and then add the points together in order to assign
a total score.
1. Clearly Stated Conclusion.
Answers problem question and explains why. (2 points)
0 - Some of the cups had
more ants than others.
1 - The cups closest to the wall had more ants or cups in the dirt
had more than those in the grass or more ants were found in the sunlight
than the shade.
2 - Cups numbered 2 and 3 had the most ants because they were closest
to the wall or the cups in the dirt had 10 more ants than those in
the grass because the area was heavily traveled or it was difficult
to determine if there were more ants in the sun or shade because some
of our cups were vandalized but the experiment did show 2 more ants
in the sun than the shade.
2. Details to Support Conclusion. Uses specific cup numbers, numbers
of ants and sizes of ants or describes environment in which cups were
placed. (2 points)
0 - Some cups had two ants
but others had 10 ants or there was a larger population of red ants
than black ants in our testing area.
1 - Cups 9 and 10 had fourteen ants but the other cups had less or
the grass environment contained the most red ants with 25 followed
by the dirt environment with 10 ants or we found 8 black ants and
two red ants and they were all small in size.
2 - Cups 9 and 10 had fourteen ants while cup 11 had eighteen ants
because they were in the shade or in the grassy area there were 59
ants compared to 20 in the dirt area and 17 in the middle area or
there were 7 small black ants and one large black ant and one small
red ant and one medium red ant and the ants preferred the sun over
the shade.
3. Clear, detailed, elaborate. Explains why they think they got those
results. (2 points)
0 - Section missing
1 - Our hypothesis was proven, there are more ants next to the wall
or our hypothesis was right and ants do prefer grass over dirt or
we found 5 black ants and 1 red ant in the sun and 3 black ants and
1 red ant in the shade, so ants prefer sun over shade
2 - There are several explanations of why we obtained these results,
one is that ants tend to stay away from disturbed areas or 28 black
ants were counted in the grass but only 4 were found in the dirt because
there was more food for the ants in the grass or ants prefer the sun
over the shade because there were more plants on the sunny side of
our site.
APPENDIX B
CATEGORIES OF MODIFIED
FLANDERS INTERACTION ANALYSIS
INDIRECT
1. Accepts or clarifies
feelings: Predicting or recalling a feeling in a non-threatening
manner, feelings can be positive or negative.
2. Praises or encourages:
Praises or encourages action or
behavior. Humor that releases tension. "Tell me more"
statements are included.
3. Accepts or uses others
ideas: Clarifies, builds, or develops ideas suggested by another
student.
4. Asks questions: Asks
a question about content or procedure.
DIRECT
5. Lectures: Gives facts
or opinions about content or procedure, expresses his or her own
ideas.
6. Gives directions:
Directs, commands, or gives orders.
7. Criticizes or condemns
another student: statements that are made to change the behavior
or opinion of another student and are negative and directed "at"
another person.
8. Silence or confusion:
Pause, wait time, or confusion.
_________________________________________________
INDIRECT ( No. 1-4) / TOTAL
# OF RESPONSES = % OF INDIRECT RESPONSES
DIRECT (No. 5-7) / TOTAL
# OF RESPONSES = % OF DIRECT RESPONSES
APPENDIX C
SKILLFUL PROBLEM SOLVING AND THE SCIENTIFIC METHOD
Why is there a problem? -------------------
|
Background
|
What is the problem? -----------------------
|
Problem
Question |
What are the possible solutions
to the problem? -------------------------------
|
Hypothesis/Procedure |
What would happen if you solved
the problem in this way? --------------------
|
Data/Results |
What is the best solution to the problem? If you did it again, what
would you do differently? -------------------
|
Conclusion |
Source for skillful problem-solving: From Infusing the
Teaching of Critical and Creative Thinking Into Content Instruction
(p. 78), by R. Swartz and S. Parks, 1994, CA: Critical Thinking
Press and Software. |
