Table 5 Rubric for a performance simulation that students design

Identifies and explains the utility of the parameters in the simulation

1, 5

I, IV

S

knows his/her role in the performance and can explain why that role is essential to the simulation

G

knows his/her role and knows the parameters, but does not explain the connection between them.

NI

identifies parameters but does not explain them.

U

does not identify parameters.

Outcomes of simulation are clearly diagrammed

1

I, IV

S

produces a clear, easy to read diagram that continues through enough rounds to predict the possible outcomes accurately (e.g., Fig. 2).

G

produces an accurate diagram that continues through enough rounds to predict the possible outcomes accurately, but diagram lacks clarity.

NI

produces an inaccurate and confusing diagram and/or does not continue through enough rounds to predict the possible outcomes.

U

diagrams only one round and thus does not include predictions or parameters reveal serious misconceptions.

Mutation, genetic drift, or migration cause heritable change during the simulation

5

II, IV

S

clearly and accurately portrays how mutation, drift, or migration leads to a change in the proportion of a characteristic through generations; may include natural selection working in concert with another mechanism of evolution.

G

hints at how mutation, drift, or migration leads to a change in the proportion of a characteristic through generations, but lacks clarity.

NI

inaccurately portrays mutation, drift, or migration.

U

does not invoke a mechanism of evolution other than natural selection.

Clear distinction between sorting, creative, and random processes invoked by different simulations

4, 4a, 4c

III, IV

S

recognizes that natural selection is a sorting process, that mutation is a creative process, that genetic drift is random, and that migration may a sorting process, that it may be creative (by adding alleles to a population), or that it may be random.

G

recognizes that natural selection is a sorting process, that mutation is a creative process, that genetic drift is random, but does not address the fact that migration can be a sorting, creative, or random process.

NI

distinguishes between sorting and creative processes, but cannot recognize random processes.

U

does not distinguish between sorting and creative processes.

Clearly defined rounds that include reproduction; explains why reproduction is necessary to effect change via this mechanism

1, 4c

I, II, IV

S

recognizes that reproduction involves heritability and that heritability is an essential component of evolution.

G

recognizes that reproduction involves heritability, but does not recognize that heritability is required for a change in proportions to persist into a new generation.

NI

includes reproduction, but does not explain the role of reproduction in this simulation

U

does not include reproduction in simulation.

Analyzes the limitations and simplifications of the simulation

All

II, IV

S

recognizes that the performance is an analogy, accurately analyzes the limitations of the analogy.

G

recognizes that the performance is an analogy, but struggles to identify and/or analyze the limitations of the analogy.

NI

acknowledges that analogies have limitations, but does not identify any.

U

ignores the limitations of the analogy.

Generates a series of questions to analyze the simulation

All

IV

S

presents a series of thoughtful questions that work up Bloom’s taxonomy from knowing to evaluating and synthesizing broader evolutionary questions (Bloom et al. 1956).

G

presents a series of thoughtful questions that work up Bloom’s taxonomy, but does not extend beyond the scope of the performance to broader evolutionary questions.

NI

presents a series of thoughtful questions that apply and analyze basic knowledge, but does not evaluate or synthesize that knowledge.

U

presents one or two questions that target only low level thinking

Compare the simulation to real examples invoking the same mechanism(s) of evolution

--

II, IV

S

finds several examples and compares each to the simulation and to each other, noting similarities and differences

G

finds several examples and compares each to the simulation, but not to each other.

NI

identifies just one example and does not probe for similarities and differences

U

does not choose examples that invoke the same mechanism(s).